tag:blogger.com,1999:blog-66116733502899262622024-03-13T19:42:44.759-07:00Mrs Whitmore's ReflectionsThis blog is a platform to reflect on my journey towards becoming a connected, self-directed and future focused educator.Patricia Whitmorehttp://www.blogger.com/profile/06367142118004549775noreply@blogger.comBlogger10125tag:blogger.com,1999:blog-6611673350289926262.post-64490671534294906352020-05-28T22:49:00.000-07:002020-05-28T22:51:37.822-07:00MindLab- Evaluation of the introduction of Digital and Collaborative Innovation<div dir="ltr" style="line-height: 1.2; margin-bottom: 0pt; margin-top: 0pt;">
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<b><span style="font-family: "arial" , sans-serif;">Title</span></b><span style="font-family: "arial" , sans-serif;">: <b>Implement, document and critique a digital and collaborative learning innovation applied to a specific area of your practice. Within your reflective portfolio, continue to add reflective entries that critically evaluate your practice.</b></span><span style="font-family: "times new roman" , serif;"><o:p></o:p></span></div>
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<b><span style="font-family: "arial" , sans-serif;">Reflective entry 5 (50% of PRACTICE)</span></b><span style="font-family: "arial" , sans-serif;"> <i>Critically analyse issues of ethics, society, culture and/or professional environments that have been relevant to the digital and collaborative learning innovation you applied in your practice.</i></span><span style="font-family: "times new roman" , serif;"><o:p></o:p></span></div>
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<span style="font-family: "arial" , sans-serif;">I introduced the use of ‘Hapara- Dashboard’ to a group of colleagues in my school, to find out how much my training sessions would affect their confidence in using this tool. </span><span style="font-family: "times new roman" , serif;"><o:p></o:p></span></div>
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<span style="font-family: "arial" , sans-serif;">Isman (2009)’s study and the NZARE- Ethical Guidelines raised ethical issues such as anonymity, consent, confidentiality, integrity in data analysis and veracity which I will analyse later in this entry.</span><span style="font-family: "times new roman" , serif;"><o:p></o:p></span></div>
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<span style="font-family: "arial" , sans-serif;">Stutchbury and Fox (2009) explains David Seedhouse’s ethical framework Seedhouse (1998), as a bird’s eye view of a pyramid that presents four layers, and explains two theories of western moral philosophy used in his framework: </span><span style="font-family: "times new roman" , serif;"><o:p></o:p></span></div>
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<span style="font-family: "symbol"; font-size: 10pt;">·<span style="font-family: "times new roman"; font-size: 7pt; font-stretch: normal; line-height: normal;"> </span></span><span style="font-family: "arial" , sans-serif;">Deontology- described as ‘doing what is right’ regardless of the consequences.<o:p></o:p></span></div>
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<span style="font-family: "symbol"; font-size: 10pt;">·<span style="font-family: "times new roman"; font-size: 7pt; font-stretch: normal; line-height: normal;"> </span></span><span style="font-family: "arial" , sans-serif;">Consequentialism- states that an action is ‘good’ if the consequences produce more benefits than disadvantages to the greater number of people.<o:p></o:p></span></div>
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<span style="font-family: "arial" , sans-serif;">Seedhouse’s framework was initially designed for application in the health area, but it is applicable to education as well. For the purpose of this entry I will use Seedhouse’s framework:</span><span style="font-family: "times new roman" , serif;"><o:p></o:p></span></div>
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<span style="font-family: "arial" , sans-serif;">a.<span style="font-family: "times new roman"; font-size: 7pt; font-stretch: normal; line-height: normal;"> </span></span><i><u><span style="font-family: "arial" , sans-serif;">The External Layer</span></u></i><span style="font-family: "arial" , sans-serif;">- looks at issues at an organisational level and at external issues. <o:p></o:p></span></div>
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<span style="font-family: "arial" , sans-serif;">At this level I considered ethical guidelines for my research, which my school does not have, so I ended consulting those of NZARE. </span><span style="font-family: "times new roman" , serif;"><o:p></o:p></span></div>
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<span style="font-family: "arial" , sans-serif;">One aspect, that these guidelines mention, is the need for participants’ consent to be part of my study. Thinking critically about it, the Hapara sessions started as part of teacher in-house training for my colleagues, who had already accepted to participate. Later I decided to make this my research, so I had to ask for their consent to participate in my study, which happened when the research was well under way. All participants emailed me their consent, except one teacher. Next time, I would request their consent by sending them an explanatory letter and a form to sign, but timing of research and lockdown circumstances were not ideal.</span><span style="font-family: "times new roman" , serif;"><o:p></o:p></span></div>
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<span style="font-family: "arial" , sans-serif;">Another issue, to critically analyse here, is the resources available to me and the participants. Because of Covid 19 the training sessions were held via Zoom, which was available to all. It was the first time for me to be in charge of a Zoom session and I found it uncomfortable to ask my colleagues to remain quiet during the presentations. They asked questions as soon as they had a query instead of waiting for the Q & A segment. I found the participants excitable and talkative. I started questioning the quality of the sessions and the resulting consequences. If I had to do it again, I would have emailed the participants guidelines for the sessions and gone over them the Zoom session.</span><span style="font-family: "times new roman" , serif;"><o:p></o:p></span></div>
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<span style="font-family: "arial" , sans-serif;"> </span><span style="font-family: "times new roman" , serif;"><o:p></o:p></span></div>
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<li class="MsoNormal" style="font-family: Calibri, sans-serif; font-size: 12pt; margin: 0cm 0cm 0.0001pt; vertical-align: baseline;"><i><u><span style="font-family: "arial" , sans-serif;">Consequential Layer</span></u></i><span style="font-family: "arial" , sans-serif;">- looks at the consequences of certain actions for society, groups of people or individuals. <o:p></o:p></span></li>
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<span style="font-family: "arial" , sans-serif;">The consequences, that my training sessions had on most of the participants, was mainly positive: out of 15 participants, 9 took part in the training sessions and from those 9, 6 reported to be confident or very confident users of Hapara after the sessions. Prior to the sessions, 3 participants were already confident, from those 3, 2 did not participate in the sessions and 1 was made my co-presenter. Confident teachers will use the tool properly and hopefully children’s learning will be positively impacted. As for myself and my co-presenter, we investigated the topic in depth in order to deliver the sessions, I even gained a Certificate as a Hapara Champion Educator. The professional environment of the Years 4 to 6 teachers has been enhanced through the acquisition of new skills and learning in general i.e. including using Zoom.</span><span style="font-family: "times new roman" , serif;"><o:p></o:p></span></div>
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<span style="font-family: "arial" , sans-serif;"> </span><span style="font-family: "times new roman" , serif;"><o:p></o:p></span></div>
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<li class="MsoNormal" style="font-family: Calibri, sans-serif; font-size: 12pt; margin: 0cm 0cm 0.0001pt; vertical-align: baseline;"><i><u><span style="font-family: "arial" , sans-serif;">Deontological Considerations</span></u></i><i><span style="font-family: "arial" , sans-serif;">- </span></i><span style="font-family: "arial" , sans-serif;"> looks to do the right thing, to be honest and to minimise harm. <o:p></o:p></span></li>
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<span style="font-family: "arial" , sans-serif;">It is at this stage that recommendations of a code of ethics, and morals weigh in. During this study process, participants have been respected and given anonymity, except when I refer to my co-presenter, the other participants can workout who this person is. I singled this person out in a later paragraph, but I also assumed responsibility for certain actions in order to minimize harm. My colleagues’ consent to participate was obtained and any information gained has been kept private. Participants have not been put under any pressure to participate and the results have been recorded as they are. My aim has been to reach the validity, reliability and usefulness of this study.</span><span style="font-family: "times new roman" , serif;"><o:p></o:p></span></div>
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<li class="MsoNormal" style="font-family: Calibri, sans-serif; font-size: 12pt; margin: 0cm 0cm 0.0001pt; vertical-align: baseline;"><i><u><span style="font-family: "arial" , sans-serif;">The Inner Layer</span></u></i><i><span style="font-family: "arial" , sans-serif;"> (Uppermost Layer)- </span></i><span style="font-family: "arial" , sans-serif;">deals with the ‘core rationale’ and issues of respect for the individual and autonomy. <o:p></o:p></span></li>
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<span style="font-family: "arial" , sans-serif;">After the training sessions, 66% of the participants expressed to be confident or very confident using Hapara, which indicates that they have become more autonomous in the use of this tool in their classrooms. In ‘normal’ circumstances, having the sessions live could have given a higher percentage, on the other hand, the participation could have been lower due to before or after school commitments. </span><span style="font-family: "times new roman" , serif;"><o:p></o:p></span></div>
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<span style="font-family: "arial" , sans-serif;">The colleague, I made my co-presenter, and I became even more autonomous through our personal preparation to deliver the training session. It sounded ideal in theory to mentor a first follower, but in the sessions my co presenter was answering questions while I was presenting which again made me doubt the smoothness of the presentation. Again, due to social isolation we did not communicate well with my co-presenter. Next time, I would set up ground rules for participants and presenters and repeat them often.</span><span style="font-family: "times new roman" , serif;"><o:p></o:p></span></div>
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<span style="font-family: "arial" , sans-serif;">In conclusion, the issues of consent, availability of resources, professional outcomes, minimising harm and autonomy of participants and presenters contributed to the outcomes of the study which agrees with consequentialism: betterment for the majority. </span><span style="font-family: "times new roman" , serif;"><o:p></o:p></span></div>
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<b><span style="font-family: "arial" , sans-serif;">Reference</span></b><span style="font-family: "times new roman" , serif;"><o:p></o:p></span></div>
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<li class="MsoNormal" style="color: #333333; font-family: Calibri, sans-serif; font-size: 12pt; margin: 0cm 0cm 0.0001pt; vertical-align: baseline;"><span style="font-family: "arial" , sans-serif;">İşman, A., Altinay Aksal, F., & Altinay Gazı, Z. (2009). Teacher Researchers: Technology and Ethical Considerations While Conducting an Action Research. <i>Hacettepe University Journal of Education</i>, <i>37</i>, 84–95.<o:p></o:p></span></li>
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<li class="MsoNormal" style="color: #333333; font-family: Calibri, sans-serif; font-size: 12pt; margin: 0cm 0cm 0.0001pt; vertical-align: baseline;"><span style="font-family: "arial" , sans-serif;">Stutchbury, K., & Fox, A. (2009). Ethics in educational research: introducing a methodological tool for effective ethical analysis. <i>Cambridge Journal of Education</i>, <i>39</i>(4), 489–504. https://doi.org/10.1080/03057640903354396<o:p></o:p></span></li>
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<li class="MsoNormal" style="font-family: Calibri, sans-serif; font-size: 12pt; margin: 0cm 0cm 0.0001pt; vertical-align: baseline;"><span style="color: #333333; font-family: "arial" , sans-serif;">New Zealand Association for Research in Education (Revised 1998). ETHICAL GUIDELINES. </span><span style="font-family: "arial" , sans-serif;"><a href="https://www.wgtn.ac.nz/education/pdf/nzare-ethical-guidelines.pdf"><span style="color: #1155cc;">https://www.wgtn.ac.nz/education/pdf/nzare-ethical-guidelines.pdf</span></a><o:p></o:p></span></li>
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<b><span style="font-family: "arial" , sans-serif;">Reflective entry 6</span></b><span style="font-family: "arial" , sans-serif;"> <b>(50% of PRACTICE) </b><i>Critique and address issues of law, regulations and/or policy that have been relevant to the digital and collaborative learning innovation you applied in your practice.</i></span><span style="font-family: "times new roman" , serif;"><o:p></o:p></span></div>
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<span style="font-family: "arial" , sans-serif;">I intended to critique my school policy on teachers’ professional development, but my principal said the school has only guidelines and due to COVID-19 changes of level, he is extremely busy. I decided to work with National Education Goals and the COVID -19 Alert System as I find them relevant to the practice of my innovation.</span><span style="font-family: "times new roman" , serif;"><o:p></o:p></span></div>
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<span style="font-family: "arial" , sans-serif;">Ten National Education Goals (Education.org.nz, last reviewed 2019) were set up by the New Zealand government in recognition for the fundamental importance of education. I find four goals relevant to my research:</span><span style="font-family: "times new roman" , serif;"><o:p></o:p></span></div>
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<b><i><span style="font-family: "arial" , sans-serif;">NEG 1-</span></i></b><i><span style="font-family: "arial" , sans-serif;"> </span></i><i><span style="color: #434343; font-family: "arial" , sans-serif;">The highest standards of achievement, through programmes which enable all students to realise their full potential as individuals, and to develop the values needed to become full members of New Zealand's society. </span></i><b><span style="font-family: "times new roman" , serif; font-size: 13.5pt;"><o:p></o:p></span></b></div>
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<span style="color: #434343; font-family: "arial" , sans-serif;">This is relevant to my innovation because in the process, I delivered a programme of sound quality to the participants. Most participants are now ready to use Hapara with their students which will create new habits and opportunities for the children to become agentic and self-directed learners. By doing so, children will grow to become more autonomous in their participation in society.</span><b><span style="font-family: "times new roman" , serif; font-size: 13.5pt;"><o:p></o:p></span></b></div>
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<b><i><span style="font-family: "arial" , sans-serif;">NEG 2- </span></i></b><i><span style="color: #434343; font-family: "arial" , sans-serif;">Equality of educational opportunity for all New Zealanders, by identifying and removing barriers to achievement.</span></i><b><span style="font-family: "times new roman" , serif; font-size: 13.5pt;"><o:p></o:p></span></b></div>
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<span style="font-family: "arial" , sans-serif;">This goal is relevant, because through my innovation, teachers will reach all students in their classrooms. I removed certain barriers by identifying what aspects of Hapara the participants needed help with and addressing them in the training sessions. The participants receive ongoing support, which will remove further barriers to teachers and children’s achievement. </span><span style="font-family: "times new roman" , serif;"><o:p></o:p></span></div>
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<b><i><span style="font-family: "arial" , sans-serif;">NEG 3-</span></i></b><i><span style="font-family: "arial" , sans-serif;"> </span></i><i><span style="color: #434343; font-family: "arial" , sans-serif;">Development of the knowledge, understanding and skills needed by New Zealanders to compete successfully in the modern, ever-changing world.</span></i><b><span style="font-family: "times new roman" , serif; font-size: 13.5pt;"><o:p></o:p></span></b></div>
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<span style="font-family: "arial" , sans-serif;">The third goal is relevant to my innovation, which is training sessions to use Hapara. Hapara is a digital tool utilised by teachers to facilitate the optimal use of Google Apps by the students. These apps enable students to collaborate, connect (locally, nationally or globally), receive feedback and act on it while drafting a piece of work, and many more 21st Century ways of operating that are relevant to the ever-changing world. </span><span style="font-family: "times new roman" , serif;"><o:p></o:p></span></div>
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<b><i><span style="font-family: "arial" , sans-serif;">NEG 6-</span></i></b><b><span style="font-family: "arial" , sans-serif;"> </span></b><i><span style="color: #434343; font-family: "arial" , sans-serif;">Excellence achieved through the establishment of clear learning objectives, monitoring student performance against those objectives, and programmes to meet individual needs.</span></i><b><span style="font-family: "times new roman" , serif; font-size: 13.5pt;"><o:p></o:p></span></b></div>
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<span style="font-family: "arial" , sans-serif;">Hapara is being used at my school for the children to set goals together with their teacher for the three core subjects and for Learning to Learn and Inquiry. My innovation has prepared the participants to use Hapara to monitor the children’s progress in their learning goals and to design plans based on the children’s needs.</span><span style="font-family: "times new roman" , serif;"><o:p></o:p></span></div>
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<span style="font-family: "arial" , sans-serif;">The rest of the NEG touched on themes like children with special needs, early years, curriculum balance, access to qualifications, the Treaty of Waitangi, cultural diversity. These aspects were not directly addressed in my innovation, but some of them were raised during the session i.e. children with special needs and curriculum balance. The Treaty of Waitangi was acknowledged in some sessions and cultural diversity was represented by the diverse background of the teachers and children at school. </span><span style="font-family: "times new roman" , serif;"><o:p></o:p></span></div>
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<span style="font-family: "arial" , sans-serif;">COVID-19 reached New Zealand with the first case reported on February 26th this year, later the country went under a four-level alert system on March 25th putting everyone into a nationwide lockdown. </span><span style="font-family: "times new roman" , serif;"><o:p></o:p></span></div>
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<span style="font-family: "arial" , sans-serif;">The government Alert System (2020) listed measures for the population to follow. Among those were:</span><span style="font-family: "times new roman" , serif;"><o:p></o:p></span></div>
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<li class="MsoNormal" style="background: white; font-family: Calibri, sans-serif; font-size: 12pt; margin: 0cm 0cm 0.0001pt; vertical-align: baseline;"><span style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; color: #231f20; font-family: "arial" , sans-serif;">“Educational facilities closed”.</span><span style="font-family: "arial" , sans-serif;"><o:p></o:p></span></li>
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<span style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; color: #231f20; font-family: "arial" , sans-serif;">These measures affected the delivery of my Hapara training sessions which initially were going to be live in short sittings before and/or after school. The sessions then needed to be delivered online. </span><span style="font-family: "times new roman" , serif;"><o:p></o:p></span></div>
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<span style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; color: #231f20; font-family: "arial" , sans-serif;">The fact that participants were to stay at home, meant that they were highly likely to attend the training, but my lack of experience being a host using Zoom and, in addition to that, having a co-host, meant that the sessions were not as of good quality as live ones.</span><span style="font-family: "times new roman" , serif;"><o:p></o:p></span></div>
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<span style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; color: #231f20; font-family: "arial" , sans-serif;">During the training I had to have Hapara on my screen and ‘share’ it with the participants. This ‘sharing’ feature was crucial to my presentation, but it prevented me from giving access to the session to late comers, so that meant they missed a session and therefore their confidence using Hapara was affected. The mentioned feature also prevented me from seeing all the participants at the same time and as a result I could not use their facial expressions as feedback to adjust my delivery or identify people who were not participating actively, so I could draw them back into the presentation.</span><span style="font-family: "times new roman" , serif;"><o:p></o:p></span></div>
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<span style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; color: #231f20; font-family: "arial" , sans-serif;">Next time, under the same circumstances, I would stop after presenting a point, stop the function of ‘sharing’ screen and check with the participants and co-presenter how the session is going for everyone. I would also let the late comers in to the session, so they can be updated and participate in the remainder of the session. </span><span style="font-family: "times new roman" , serif;"><o:p></o:p></span></div>
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<span style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; color: #231f20; font-family: "arial" , sans-serif;">As a conclusion, the regulations that had a more stressful impact on the delivery of my innovation was the COVID - 19 Regulations because I had to modify my mindset and use Zoom without having experience as a host. But having had analysed the National Education Goals, I can see that my innovation has the potential to produce great outcomes for the students of my school. </span><span style="font-family: "arial" , sans-serif;"> </span><span style="font-family: "times new roman" , serif;"><o:p></o:p></span></div>
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<b><span style="font-family: "arial" , sans-serif;">Reference</span></b><span style="font-family: "times new roman" , serif;"><o:p></o:p></span></div>
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<li class="MsoNormal" style="color: #333333; font-family: Calibri, sans-serif; font-size: 12pt; margin: 0cm 0cm 0.0001pt; vertical-align: baseline;"><span style="font-family: "arial" , sans-serif;">Ministry of Education, New Zealand. National Education Goals. <i>Education.govt.nz </i><a href="https://www.education.govt.nz/our-work/legislation/negs/"><i><span style="color: #1155cc;">https://www.education.govt.nz/our-work/legislation/negs/</span></i></a><o:p></o:p></span></li>
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<li class="MsoNormal" style="color: #333333; font-family: Calibri, sans-serif; font-size: 12pt; margin: 0cm 0cm 0.0001pt; vertical-align: baseline;"><span style="font-family: "arial" , sans-serif;">Wikipedia.org (2020). COVID-19 Pandemic in New Zealand. <i>Wikipedia. </i><a href="https://en.wikipedia.org/wiki/COVID-19_pandemic_in_New_Zealand"><i><span style="color: #1155cc;">https://en.wikipedia.org/wiki/COVID-19_pandemic_in_New_Zealand</span></i></a><o:p></o:p></span></li>
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<li class="MsoNormal" style="color: #666666; font-family: Calibri, sans-serif; font-size: 12pt; margin: 0cm 0cm 0.0001pt; vertical-align: baseline;"><span style="font-family: "arial" , sans-serif;">New Zealand Government (2020). COVID-19 Alert System. <o:p></o:p></span></li>
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<span style="font-family: "times new roman" , serif;"><a href="https://covid19.govt.nz/alert-system/covid-19-alert-system/#alert-level-4%C2%A0%E2%80%94-lockdown"><span style="color: #1155cc; font-family: "arial" , sans-serif;">https://covid19.govt.nz/alert-system/covid-19-alert-system/#alert-level-4%C2%A0%E2%80%94-lockdown</span></a><o:p></o:p></span></div>
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<b><span style="font-family: "arial" , sans-serif;">Reflective entry 7</span></b><span style="font-family: "arial" , sans-serif;"> <b>(50% of DIGITAL) </b>Explain how your application of a digital and collaborative innovation relates to national educational policies/guidelines and contemporary educational theory and compare it to existing delivery models and needs.</span><span style="font-family: "times new roman" , serif;"><o:p></o:p></span></div>
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<b><span style="font-family: "arial" , sans-serif;">The New Technology Curriculum</span></b><span style="font-family: "arial" , sans-serif;"> has two new areas: </span><span style="font-family: "times new roman" , serif;"><o:p></o:p></span></div>
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<li class="MsoNormal" style="font-family: Calibri, sans-serif; font-size: 12pt; margin: 0cm 0cm 0.0001pt; vertical-align: baseline;"><span style="font-family: "arial" , sans-serif;">Designing and Developing Digital Outcomes.<o:p></o:p></span></li>
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<span style="font-family: "arial" , sans-serif;">For the purpose of this entry, I will focus on the second area. The Progression Outcomes in this area go from 1 to 3, from which 1 and 2 is of my interest because they cover Year 3 to 6- levels that my innovation targeted.</span><span style="font-family: "times new roman" , serif;"><o:p></o:p></span></div>
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<u><span style="font-family: "arial" , sans-serif;">Progress Outcome 1</span></u><span style="font-family: "arial" , sans-serif;"> indicates that students can participate in a teacher-led development to create, manipulate, store, retrieve and share content. This includes among others:</span><span style="font-family: "times new roman" , serif;"><o:p></o:p></span></div>
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<span style="font-family: "arial" , sans-serif;">• An awareness of some applications and their purpose. </span><span style="font-family: "times new roman" , serif;"><o:p></o:p></span></div>
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<span style="font-family: "arial" , sans-serif;">• An understanding that computers store content and we can retrieve it later.</span><span style="font-family: "times new roman" , serif;"><o:p></o:p></span></div>
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<u><span style="font-family: "arial" , sans-serif;">Progress Outcome 2</span></u><span style="font-family: "arial" , sans-serif;"> indicates that given some parameters/criteria and tools and/or techniques they are able to make decisions (largely independently) about creating, manipulating, storing, retrieving, sharing and or testing content (developed for a specific purpose) within a fundamental system. This includes among others:</span><span style="font-family: "times new roman" , serif;"><o:p></o:p></span></div>
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<span style="font-family: "arial" , sans-serif;">• Understanding that digital devices develop/change over time & the influence/impact they have on humans/society.</span><span style="font-family: "times new roman" , serif;"><o:p></o:p></span></div>
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<span style="font-family: "arial" , sans-serif;">• Purposefully use an increasing range of applications (software and file type).</span><span style="font-family: "times new roman" , serif;"><o:p></o:p></span></div>
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<span style="font-family: "arial" , sans-serif;">The Progress Outcomes mentioned before are related to my innovation because the children, as well teachers, have been introduced to a new digital tool that helps them manage Google Apps. Hapara allows them to store and retrieve their work from a dashboard. By introducing them to Hapara, they are developing an understanding that technology develops over time and influences their performance and way to operate in the classroom. </span><span style="font-family: "times new roman" , serif;"><o:p></o:p></span></div>
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<b><span style="font-family: "arial" , sans-serif;">Tātaiako: Cultural Competencies for Teachers of Māori Learners</span></b><i><span style="font-family: "arial" , sans-serif;"> </span></i><span style="font-family: "arial" , sans-serif;">is about the relationships and interactions the teachers have with the Maori learner, their whanau and the iwi at ECE, primary, and secondary levels.</span><span style="font-family: "times new roman" , serif;"><o:p></o:p></span></div>
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<span style="font-family: "arial" , sans-serif;">Among the five competences described in this document, I find <i>Ako: taking responsibility for their own learning and that of Māori learners, </i>that most relates to my digital and collaborative initiative. Participants of my investigation took responsibility for their own learning and by becoming more confident in the use of Hapara, they can cater for the needs of their Maori students and students in general in a more prepared way. Participant teachers can also display the other competencies through the use of Hapara i.e. planning activities targeted to individuals or groups according to their specific needs.</span><span style="font-family: "times new roman" , serif;"><o:p></o:p></span></div>
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<span style="font-family: "arial" , sans-serif;">The teachers’ behaviour indicators relevant to my role for this entry is: <i>Provides and supports ongoing professional learning and development for staff that strengthens the school/ECE service’s ability to raise Māori learner achievement.</i></span><span style="font-family: "times new roman" , serif;"><o:p></o:p></span></div>
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<span style="font-family: "arial" , sans-serif;">A learning theory that is relevant to my innovation is <b>Constructivism </b>which is defined as an active process to create new knowledge building up from existing knowledge (Koohang, et al 2009). McLeod (2019) says that Dewey (1938) and Vygosky (1978) estates that all learning is socially constructed and impacted by the social environment respectively. </span><span style="font-family: "times new roman" , serif;"><o:p></o:p></span></div>
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<span style="font-family: "arial" , sans-serif;">The Hapara training sessions with the participants were based on their expressed needs according to what they already knew and the subsequent sessions took into account the knowledge they constructed in the previous sessions. The sessions were done in groups where participants were asking questions and my co-presenter and other participants were answering them. It was a social event.</span><span style="font-family: "times new roman" , serif;"><o:p></o:p></span></div>
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<span style="font-family: "arial" , sans-serif;">The sessions were organised from easiest to more complex topics and during the sessions the participants were scaffolded through demonstrations and dialogue. </span><span style="font-family: "times new roman" , serif;"><o:p></o:p></span></div>
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<span style="font-family: "arial" , sans-serif;">There was an element of <b>Connectivism </b>in the development of my innovation. Goldie, J. (2016) says that Connectivism is a learning theory which states that learning is a network process influenced by technology and socialization (Siemens 2006). </span><span style="font-family: "times new roman" , serif;"><o:p></o:p></span></div>
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<span style="font-family: "arial" , sans-serif;">When I was preparing for the Hapara training sessions, I visited the blog of a very talented and well connected teacher in a local school, who I met when I was part of ACCoS. In her blog she described her journey about introducing Hapara to her colleagues and there I found out that Hapara offers online training to interested people. So I completed their online training, and I received a Hapara Champion Educator certificate, which prepared me to deliver the training sessions, to answer questions and to access resources for my colleagues. </span><span style="font-family: "times new roman" , serif;"><o:p></o:p></span></div>
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<span style="font-family: "arial" , sans-serif;">By being part of this MindLab course I became familiar with the use of Zoom which is much smoother than Skype and Google Meet and it has the functions to share my screen and to record the sessions for the participants' reference.</span><span style="font-family: "times new roman" , serif;"><o:p></o:p></span></div>
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<span style="font-family: "arial" , sans-serif;">The delivery model that I used for my Hapara training sessions was Online Model, due to Covid 19. Ganza (2012), in his dissertation for his degree of Doctor in Education in Educational Leadership, mentions that Smith (2005) suggested an <b>online model</b> that included 51 competencies for the instructor. These competencies covered three different areas:</span><span style="font-family: "times new roman" , serif;"><o:p></o:p></span></div>
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<li class="MsoNormal" style="font-family: Calibri, sans-serif; font-size: 12pt; margin: 0cm 0cm 0.0001pt; vertical-align: baseline;"><i><u><span style="font-family: "arial" , sans-serif;">Competencies before the course-</span></u></i><i><span style="font-family: "arial" , sans-serif;"> which involves syllabus construction, instructor’s knowledge of technology and course organisation. </span></i><span style="font-family: "arial" , sans-serif;">In the delivery of my course the competencies mentioned here were present in the design of my sessions.<i><o:p></o:p></i></span></li>
<li class="MsoNormal" style="font-family: Calibri, sans-serif; font-size: 12pt; margin: 0cm 0cm 0.0001pt; vertical-align: baseline;"><i><u><span style="font-family: "arial" , sans-serif;">Competencies needed during the course-</span></u></i><i><span style="font-family: "arial" , sans-serif;"> which include efficient course management, knowledge about facilitation and interaction, active learning, effective and practices to promote participation, and the learner-centered approach. </span></i><span style="font-family: "arial" , sans-serif;">At this stage of my innovation, my familiarity with Malcolm Knowles and his theory of Andragogy supported my style of facilitation and the collaboration among the participants who themselves were providers of knowledge.<i><o:p></o:p></i></span></li>
<li class="MsoNormal" style="font-family: Calibri, sans-serif; font-size: 12pt; margin: 0cm 0cm 0.0001pt; vertical-align: baseline;"><i><u><span style="font-family: "arial" , sans-serif;">Competencies needed after the course- </span></u></i><i><span style="font-family: "arial" , sans-serif;"> involved use of technology to report and calculate grades, course evaluations conducted by both students and the instructor teaching the course.</span></i><span style="font-family: "arial" , sans-serif;"> At this stage, I did not have to calculate and report grades, but I used technology to find out the effect of my innovation on the participants’ confidence to use Hapara.<i><o:p></o:p></i></span></li>
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<b><span style="font-family: "arial" , sans-serif;">Reference</span></b><span style="font-family: "times new roman" , serif;"><o:p></o:p></span></div>
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<li class="MsoNormal" style="color: #333333; font-family: Calibri, sans-serif; font-size: 12pt; margin: 0cm 0cm 0.0001pt; vertical-align: baseline;"><span style="font-family: "arial" , sans-serif;">Ministry of Education, New Zealand. Digital Technologies / Hangarau Matihiko: Draft for Revision. <a href="http://www.education.govt.nz/"><i><span style="color: #1155cc;">www.education.govt.nz</span></i></a><o:p></o:p></span></li>
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<li class="MsoNormal" style="color: #333333; font-family: Calibri, sans-serif; font-size: 12pt; margin: 0cm 0cm 0.0001pt; vertical-align: baseline;"><span style="font-family: "arial" , sans-serif;"> Education Council, New Zealand. Tataiako- Cultural Competencies for Teachers of MĀori Learners. <i>Ministry of Education, New Zealand. </i><a href="https://teachingcouncil.nz/sites/default/files/Tataiako_0.pdf"><i><span style="color: #1155cc;">https://teachingcouncil.nz/sites/default/files/Tataiako_0.pdf</span></i></a><o:p></o:p></span></li>
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<li class="MsoNormal" style="font-family: Calibri, sans-serif; font-size: 12pt; margin: 0cm 0cm 0.0001pt; vertical-align: baseline;"><span style="font-family: "arial" , sans-serif;">Koohang, A., Riley, L., Smith, T., & Schreurs, J. (2009). E-Learning and Constructivism: From Theory to Application. <i>Interdisciplinary Journal of E-Learning & Learning Objects, 5, 91–109.</i><o:p></o:p></span></li>
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<li class="MsoNormal" style="font-family: Calibri, sans-serif; font-size: 12pt; margin: 0cm 0cm 0.0001pt; vertical-align: baseline;"><span style="font-family: "arial" , sans-serif;">McLeod, Saul (2019). </span><span style="color: #121212; font-family: "arial" , sans-serif;">Constructivism as a theory for teaching and learning. <i>Simply Psychology. </i></span><span style="font-family: "arial" , sans-serif;"><a href="https://www.simplypsychology.org/constructivism.html"><span style="color: #1155cc;">https://www.simplypsychology.org/constructivism.html</span></a><o:p></o:p></span></li>
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<li class="MsoNormal" style="color: #121212; font-family: Calibri, sans-serif; font-size: 12pt; margin: 0cm 0cm 0.0001pt; vertical-align: baseline;"><span style="color: #333333; font-family: "arial" , sans-serif;">Goldie, J. G. S. (2016). Connectivism: A knowledge learning theory for the digital age? <i>Medical Teacher</i>, <i>38</i>(10), 1064–1069. </span><span style="font-family: "arial" , sans-serif;"><a href="https://doi.org/10.3109/0142159X.2016.1173661"><span style="color: #1155cc;">https://doi.org/10.3109/0142159X.2016.1173661</span></a><o:p></o:p></span></li>
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<li class="MsoNormal" style="color: #333333; font-family: Calibri, sans-serif; font-size: 12pt; margin: 0cm 0cm 0.0001pt; vertical-align: baseline;"><span style="font-family: "arial" , sans-serif;">Ganza, William John (2012) The Impact of Online Professional Development on Online Teaching in Higher Education. <i>UNF Graduate Theses and Dissertations</i>. <i>345</i>. https://digitalcommons.unf.edu/etd/345<o:p></o:p></span></li>
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<b><span style="font-family: "arial" , sans-serif;">Reflective entry 8</span></b><span style="font-family: "arial" , sans-serif;"> <b>(50% of DIGITAL) </b>Evaluate the outcomes of a digital and collaborative innovation in your practice from an educational research perspective.</span><span style="font-family: "times new roman" , serif;"><o:p></o:p></span></div>
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<span style="font-family: "arial" , sans-serif;">The purpose of my innovation was to find out if the Hapara training sessions I provided the participants with, would affect their confidence using Hapara with their students in class. </span><span style="font-family: "times new roman" , serif;"><o:p></o:p></span></div>
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<span style="font-family: "arial" , sans-serif;">A factor to consider was that before the delivery of the training sessions started, Covid -19 Alert System reached Level 4, so the only way to carry out my innovation was online. I used Zoom and I had a few issues mentioned in the prior entries, but I received verbal and written feedback stating the good quality of the session. Thanks to this experience I became more comfortable using Zoom with my own students while involved in e-Home Learning. </span><span style="font-family: "times new roman" , serif;"><o:p></o:p></span></div>
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<span style="font-family: "arial" , sans-serif;">Regarding the innovation itself, participants were asked to complete a survey before the training sessions. There they had the opportunity to select workshops they wanted to join in:</span><span style="font-family: "times new roman" , serif;"><o:p></o:p></span></div>
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<li class="MsoNormal" style="font-family: Calibri, sans-serif; font-size: 12pt; margin: 0cm 0cm 0.0001pt; vertical-align: baseline;"><u><span style="font-family: "arial" , sans-serif;">Basic Functions:</span></u><span style="font-family: "arial" , sans-serif;"> This workshop was about the main functions to navigate the dashboard allowing the teacher to see what the child is engaged in while using a Chrome-book. <o:p></o:p></span></li>
<li class="MsoNormal" style="font-family: Calibri, sans-serif; font-size: 12pt; margin: 0cm 0cm 0.0001pt; vertical-align: baseline;"><u><span style="font-family: "arial" , sans-serif;">How to create groups:</span></u><span style="font-family: "arial" , sans-serif;"> Creation of groups when planning lessons to personalise learning.<o:p></o:p></span></li>
<li class="MsoNormal" style="font-family: Calibri, sans-serif; font-size: 12pt; margin: 0cm 0cm 0.0001pt; vertical-align: baseline;"><u><span style="font-family: "arial" , sans-serif;">How to use Workspace:</span></u><span style="font-family: "arial" , sans-serif;"> Create lesson plans for children to have access independently and at their own time.<o:p></o:p></span></li>
<li class="MsoNormal" style="font-family: Calibri, sans-serif; font-size: 12pt; margin: 0cm 0cm 0.0001pt; vertical-align: baseline;"><u><span style="font-family: "arial" , sans-serif;">Student Dashboard:</span></u><span style="font-family: "arial" , sans-serif;"> What it looks like, help children to create a shortcut to access it and how to navigate it. This gives students access to personalised messages from the teacher, tasks assigned to them, e-mails in one place.<o:p></o:p></span></li>
</ul>
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<span style="font-family: "arial" , sans-serif;">From the 15 teachers approached, 2 teachers indicated to be confident users of Hapara and therefore they did not participate in the sessions and from the 13 participants, 8 completed the second survey after the training sessions.</span><span style="font-family: "times new roman" , serif;"><o:p></o:p></span></div>
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<span style="font-family: "arial" , sans-serif;">According to the second survey:</span><span style="font-family: "times new roman" , serif;"><o:p></o:p></span></div>
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<li class="MsoNormal" style="font-family: Calibri, sans-serif; font-size: 12pt; margin: 0cm 0cm 0.0001pt; vertical-align: baseline;"><b><i><span style="font-family: "arial" , sans-serif;">Confidence using Hapara</span></i></b><i><span style="font-family: "arial" , sans-serif;">- 1 participant was very confident using Hapara after the sessions, 5 were confident and 2 needed more support.<o:p></o:p></span></i></li>
</ul>
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<span style="font-family: "arial" , sans-serif;">This indicates to me that my training sessions affected their confidence (or perception of confidence) in a positive manner. However, at this moment we are into our second week of Covid -19 Alert System Level 2 and participants are using Hapara at different stages. A number of teachers are talking about using Hapara combined with the e-Home Learning format to let the children take more control of their own learning, which is one of the reasons for using Hapara. Children becoming agentic will take some time and it would be the result of different factors not just Hapara.</span><span style="font-family: "times new roman" , serif;"><o:p></o:p></span></div>
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<span style="font-family: "arial" , sans-serif;">Other aspects influencing the participants’ confidence using Hapara is:</span><span style="font-family: "times new roman" , serif;"><o:p></o:p></span></div>
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<span style="font-family: "arial" , sans-serif;">1. <b>Constructivism</b>, which according to McLeod, Saul (2019) “</span><span style="background: white; color: #121212; font-family: "arial" , sans-serif;">... prior knowledge influences what new or modified knowledge an individual will construct from new learning experiences (Phillips, 1995)”. </span><span style="font-family: "times new roman" , serif;"><o:p></o:p></span></div>
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<span style="background: white; color: #121212; font-family: "arial" , sans-serif;">2. <b>Social interaction, </b>as<b> </b></span><span style="font-family: "arial" , sans-serif;">McLeod, Saul (2019) put it “</span><span style="background: white; color: #121212; font-family: "arial" , sans-serif;">Learning is a social activity - it is something we do together, in interaction with each other, rather than an abstract concept (Dewey, 1938)”.</span><span style="font-family: "times new roman" , serif;"><o:p></o:p></span></div>
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<span style="background: white; color: #121212; font-family: "arial" , sans-serif;">3. <b>Andragogy (Adult Learning Theory), </b>which estates that among other things that adults display readiness to learn and are driven by an internal motivation to learn. It lists as principles that adults are self-directed, they already have a wealth of knowledge and experiences, the knowledge and skills they gain can be applied immediately and can be used to solve problems (</span><span style="font-family: "arial" , sans-serif;">Esther Smith, 2017)</span><span style="background: white; color: #121212; font-family: "arial" , sans-serif;">. </span><span style="font-family: "times new roman" , serif;"><o:p></o:p></span></div>
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<li class="MsoNormal" style="font-family: Calibri, sans-serif; font-size: 12pt; margin: 0cm 0cm 0.0001pt; vertical-align: baseline;"><b><i><span style="font-family: "arial" , sans-serif;">Usefulness of Sessions</span></i></b><i><span style="font-family: "arial" , sans-serif;">- 2 participants found the sessions very helpful, 5 found them helpful, and 1 not helpful (later she emailed me saying that the fact the children were not at school, prevented her from practising the content of the session.</span></i><span style="font-family: "arial" , sans-serif;"> <o:p></o:p></span></li>
</ul>
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<span style="font-family: "arial" , sans-serif;">Again, in this case the majority found the usefulness of the sessions, positive. This means that in spite of my inexperience being a Zoom host, I was able to present useful training sessions together with a co-host. Next time, I could record brief sessions about tips or create a Google Doc for questions and then record the answers providing a demo.</span><span style="font-family: "times new roman" , serif;"><o:p></o:p></span></div>
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<span style="font-family: "arial" , sans-serif;">The sessions included lots of interaction from the participants, in the form of questions and clarifying answers by my co-presenter, myself and other participants. The sessions active social processes in which the participants were making sense of their learning by voicing their concerns, doubts or misunderstandings and in return they got scaffolded, as Vygotsky says (McLeod, Saul, 2019), by peer participants who knew the answers to the different questions.</span><span style="font-family: "times new roman" , serif;"><o:p></o:p></span></div>
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<span style="font-family: "arial" , sans-serif;"> </span><span style="font-family: "times new roman" , serif;"><o:p></o:p></span></div>
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<li class="MsoNormal" style="font-family: Calibri, sans-serif; font-size: 12pt; margin: 0cm 0cm 0.0001pt; vertical-align: baseline;"><b><i><span style="font-family: "arial" , sans-serif;">Access to extra resources- </span></i></b><i><span style="font-family: "arial" , sans-serif;">5 participants wanted extra resources, 3 did not.<b><o:p></o:p></b></span></i></li>
</ul>
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<span style="font-family: "arial" , sans-serif;">This part of the survey gives me an idea of who is motivated to learn more and that they want to consolidate what they learnt during the sessions. I created a pool of resources such as quick guides and videos in a Hapara workspace and shared it with them. The next step would be to transfer those resources to Google Docs for the less confident users.</span><span style="font-family: "times new roman" , serif;"><o:p></o:p></span></div>
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<li class="MsoNormal" style="font-family: Calibri, sans-serif; font-size: 12pt; margin: 0cm 0cm 0.0001pt; vertical-align: baseline;"><b><i><span style="font-family: "arial" , sans-serif;">Resources and Topics- </span></i></b><i><span style="font-family: "arial" , sans-serif;">‘Workspace’ was mentioned 3 times, ‘Highlights’ was mentioned 2 times, ‘Children Dashboard’ was mentioned once and ‘Not Applicable’ was mentioned 4 times.<b><o:p></o:p></b></span></i></li>
</ul>
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<span style="font-family: "arial" , sans-serif;">This segment tells me what topics need to be explained in more depth and also tells me which topics they understood clearly because they were not mentioned. This information guides the kind of resources that are desirable when I transfer the resources to Google Docs.</span><span style="font-family: "times new roman" , serif;"><o:p></o:p></span></div>
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<b><span style="font-family: "arial" , sans-serif;">Reference</span></b><span style="font-family: "times new roman" , serif;"><o:p></o:p></span></div>
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<br /></div>
<ul style="margin-bottom: 0cm; margin-top: 0cm;" type="disc">
<li class="MsoNormal" style="color: #333333; font-family: Calibri, sans-serif; font-size: 12pt; margin: 0cm 0cm 0.0001pt; vertical-align: baseline;"><span style="color: black; font-family: "arial" , sans-serif;">McLeod, Saul (2019). </span><span style="color: #121212; font-family: "arial" , sans-serif;">Constructivism as a theory for teaching and learning. <i>Simply Psychology. </i></span><span style="font-family: "arial" , sans-serif;"><a href="https://www.simplypsychology.org/constructivism.html"><span style="color: #1155cc;">https://www.simplypsychology.org/constructivism.html</span></a><o:p></o:p></span></li>
</ul>
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<span style="font-family: "times new roman" , serif;"><br /></span><span style="font-family: "arial" , sans-serif;">Esther Smith (2017). Andragogy – Adult Learning Theory (Knowles). <i>Learning Theories</i>, September 30, 2017, </span><span style="font-family: "times new roman" , serif;"><a href="https://www.learning-theories.com/andragogy-adult-learning-theory-knowles.html"><span style="color: black; font-family: "arial" , sans-serif;">https://www.learning-theories.com/andragogy-adult-learning-theory-knowles.html</span></a></span><span style="font-family: "arial" , sans-serif;">.</span><span style="font-family: "times new roman" , serif;"><o:p></o:p></span></div>
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Patricia Whitmorehttp://www.blogger.com/profile/06367142118004549775noreply@blogger.com0tag:blogger.com,1999:blog-6611673350289926262.post-80120778910899643502019-10-06T16:13:00.002-07:002020-02-08T18:28:08.802-08:00MindLab- Introducing the new Digital Technologies -Hangarau Matihiko areas of the Technology Curriculum to my Team <div dir="ltr" style="line-height: 1.656; margin-bottom: 0pt; margin-top: 0pt;">
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<br />
<div class="MsoNormal" style="margin-top: 12.0pt;">
<u><span style="color: black; font-size: 14.0pt; mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-hansi-font-family: Calibri;">Reflective Entry 1- Introducing the new Digital
Technologies -Hangarau Matihiko areas of the Technology Curriculum to my
Team </span></u><span style="font-family: "Times New Roman",serif;"><o:p></o:p></span></div>
<div class="MsoNormal" style="margin-top: 12.0pt;">
<span style="color: black; font-size: 14.0pt; mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-hansi-font-family: Calibri;">According to the Curriculum Online website by the Ministry
of Education, teachers need to start integrating the Digital Technologies areas
of the Technology curriculum into their practice this year. As a team leader, I
would like to see my team become familiar with it and implement it, so that our
students can start or continue forging their digital path.</span><span style="font-family: "Times New Roman",serif;"><o:p></o:p></span></div>
<div class="MsoNormal" style="margin-top: 12.0pt;">
<span style="color: black; font-size: 14.0pt; mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-hansi-font-family: Calibri;">After revising the New Zealand Curriculum, the Ministry of
Education modified the Technology curriculum by adding two technological areas:
1. Computational Thinking for Digital Technologies and 2. Designing and Developing
Digital Outcomes. For both English and Maori mediums. </span><span style="color: #333333; font-size: 14.0pt; mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-hansi-font-family: Calibri;">“The goal of this change is
to ensure that all learners have the opportunity to become digitally capable
individuals. This change signals the need for greater focus on our students
building their skills so they can be innovative creators of digital solutions,
moving beyond solely being users and consumers of digital technologies.” (The
New Zealand Curriculum Online).</span><span style="font-family: "Times New Roman",serif;"><o:p></o:p></span></div>
<div class="MsoNormal" style="margin-top: 10.0pt;">
<span style="background: white; color: black; font-size: 14.0pt; mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-hansi-font-family: Calibri;">The Ministry of Education- Connected
Learning Advisory in their publication titled ‘Preparing for Digital
Technologies & Hangarau Matihiko in the Technologies learning area’ makes
an important distinction between Digital Fluency and Digital Technologies.
According to this publication, Digital Fluency is the ability to learn with devices,
to work with devices and the ability to select the appropriate device for a
given task. In contrast, Digital technologies is learning about how computers
work. Understanding this difference is what separates passive users of digital
technologies and creators of new software and even hardware.</span><span style="font-family: "Times New Roman",serif;"><o:p></o:p></span></div>
<div class="MsoNormal" style="margin-top: 12.0pt;">
<span style="background: white; color: black; font-size: 14.0pt; mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-hansi-font-family: Calibri;">This distinction can be directly linked
to the two new areas of the curriculum and highlights the importance of their
balanced coverage with an emphasis on computational thinking. </span><span style="color: #333333; font-size: 14.0pt; mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-hansi-font-family: Calibri;">The two new technological
areas of the Technology curriculum: </span><span style="color: black; font-size: 14.0pt; mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-hansi-font-family: Calibri;">Computational Thinking for Digital Technologies and
Designing and Developing Digital Outcomes </span><span style="color: #333333; font-size: 14.0pt; mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-hansi-font-family: Calibri;">have Progress Outcomes, in contrast, the rest of
the areas in this curriculum have Learning Outcomes. This indicates that the
knowledge and skills to develop expertise in computational thinking and digital
technologies, that children need to gain throughout Years 0 to 13, is
incrementally linear. </span><span style="font-family: "Times New Roman",serif;"><o:p></o:p></span></div>
<div class="MsoNormal">
<span style="color: #333333; font-size: 14.0pt; mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-hansi-font-family: Calibri;">With
the inclusion of these two technological areas, students will be able to define
problems, use computational thinking to find solutions and translate these into
digital algorithms for computers to help solving such problems in a more
efficient and more accurate manner. This way students will have the opportunity
to become digital creators rather than just passive consumers. They will also
gain skills to locate, analyse, evaluate and present their own digital
creations in an ethical manner.</span><span style="font-family: "Times New Roman",serif;"><o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal" style="margin-right: -18.0pt;">
<span style="background: white; color: black; font-size: 14.0pt; mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-hansi-font-family: Calibri;">With the widespread use of digital
devices and the internet, as teachers we will need to provide students with the
skills and knowledge to keep themselves safe and to behave appropriately when
they are online. Netsafe has made a submission to the Ministry of Education to
strengthen Digital Technologies -Hangarau Matihiko in the curriculum by enabling
New Zealand internet users have a positive experience and free of online harm.
Netsafe had received grants from the Ministry of Education to ensure the Maori
medium had a safe digital experience. </span><span style="font-family: "Times New Roman",serif;"><o:p></o:p></span></div>
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<span style="background: white; color: black; font-size: 14.0pt; mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-hansi-font-family: Calibri;">Netsafe supports the two new areas and the technology curriculum.
It agrees that students need to become digitally fluent and more importantly
become digital creators.</span><span style="font-family: "Times New Roman",serif;"><o:p></o:p></span></div>
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<span style="background: white; color: black; font-size: 14.0pt; mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-hansi-font-family: Calibri;"> </span><span style="font-family: "Times New Roman",serif;"><o:p></o:p></span></div>
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<span style="background: white; color: black; font-size: 14.0pt; mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-hansi-font-family: Calibri;">The Ministry of Education has put in place a Nationwide
Digital Readiness Programme that teachers and school leaders can use to guide
their introduction of the digital area of the curriculum. This programme uses
the legend of ‘Mahuika the Maker of Fire’ as background context. It has online
courses for leaders which are already running, and resources for teachers to
use according to the level they are teaching.</span><span style="font-family: "Times New Roman",serif;"><o:p></o:p></span></div>
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<span style="background: white; color: black; font-size: 14.0pt; mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-hansi-font-family: Calibri;">All this information and resources will support me in the
introduction and the implementation of Digital Technology - Hangarao Matihiko
together with my team.<br />
</span><b><u><span style="color: black; font-size: 14.0pt; mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-hansi-font-family: Calibri;">Reference</span></u></b><span style="background: white; color: black; font-size: 14.0pt; mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-hansi-font-family: Calibri;"><o:p></o:p></span></div>
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<ul style="margin-top: 0cm;" type="disc">
<li class="MsoNormal" style="color: black; mso-list: l7 level1 lfo1; tab-stops: list 36.0pt; vertical-align: baseline;"><span style="background: white; font-size: 14.0pt; mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-hansi-font-family: Calibri;">Neil Melhuish -Director of Policy, Pauline Spence
-Education Adviser, Angela Webster -Education Adviser NETSAFE. September
2017. <i>Strengthening Digital Technologies Hangarau Matihiko in the
curriculum: SUBMISSION TO THE MINISTRY OF EDUCATION.</i></span><span style="font-size: 14.0pt; mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-hansi-font-family: Calibri;"><o:p></o:p></span></li>
</ul>
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<ul style="margin-top: 0cm;" type="disc">
<li class="MsoNormal" style="color: black; mso-list: l10 level1 lfo2; tab-stops: list 36.0pt; vertical-align: baseline;"><span style="background: white; font-size: 14.0pt; mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-hansi-font-family: Calibri;">Ministry of Education (2017). <i>Digital
Technologies Hangarau Matihiko: Draft for Consultation.</i></span><i><span style="font-size: 14.0pt; mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-hansi-font-family: Calibri;"><o:p></o:p></span></i></li>
</ul>
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<ul style="margin-top: 0cm;" type="disc">
<li class="MsoNormal" style="color: black; mso-list: l6 level1 lfo3; tab-stops: list 36.0pt; vertical-align: baseline;"><span style="background: white; font-size: 14.0pt; mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-hansi-font-family: Calibri;">Ministry of Education. <i>The New Zealand Curriculum
Online. </i></span><span style="font-size: 14.0pt; mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-hansi-font-family: Calibri;"><a href="http://nzcurriculum.tki.org.nz/The-New-Zealand-Curriculum/Technology"><i><span style="background: white; color: #1155cc;">http://nzcurriculum.tki.org.nz/The-New-Zealand-Curriculum/Technology</span></i></a><o:p></o:p></span></li>
</ul>
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<ul style="margin-top: 0cm;" type="disc">
<li class="MsoNormal" style="color: black; mso-list: l4 level1 lfo4; tab-stops: list 36.0pt; vertical-align: baseline;"><span style="background: white; font-size: 14.0pt; mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-hansi-font-family: Calibri;">Ministry of Education- Connected Learning Advisory. <i>Preparing
for Digital Technologies & Hangarau Matihiko in the Technologies
learning area. </i></span><i><span style="font-size: 14.0pt; mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-hansi-font-family: Calibri;"><a href="https://vln.school.nz/discussion/view/981086"><span style="background: white; color: #1155cc;">https://vln.school.nz/discussion/view/981086</span></a><o:p></o:p></span></i></li>
</ul>
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<span style="font-family: "Times New Roman",serif;"><br />
</span><u><span style="color: black; font-size: 14.0pt; mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-hansi-font-family: Calibri;">Reflective
Entry 2- The Digital Technologies -Hangarau Matihiko Supporting the Workforce
of the Future</span></u><span style="font-family: "Times New Roman",serif;"><o:p></o:p></span></div>
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<span style="background: white; color: #333333; font-size: 14.0pt; mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-hansi-font-family: Calibri;">The introduction of the new Digital Technologies -Hangarau
Matihiko to New Zealand schools and Kura this year is meant to happen at a
national level and students from Year 1 to Year 13 will be targeted.
Different schools are at different stages of the introduction of this
initiative. It will be introduced by all school classroom teachers or
specialists in the English and Maori medium. The English and Maori digital
curriculum versions are not translations from each other (Kellow, 2018).</span><span style="font-family: "Times New Roman",serif;"><o:p></o:p></span></div>
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<span style="background: white; color: #333333; font-size: 14.0pt; mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-hansi-font-family: Calibri;">The targeted audience for this initiative is New Zealand
schools, more specifically school management, classroom teachers and/or
specialists and students who will eventually enter the local or global
workforce.</span><span style="font-family: "Times New Roman",serif;"><o:p></o:p></span></div>
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<br /></div>
<div class="MsoNormal">
<span style="background: white; color: #333333; font-size: 14.0pt; mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-hansi-font-family: Calibri;">I am a classroom teacher and a team leader. This year a
digital initiative that I will introduce to the Year 5 team and my students is
the new Digital Technologies -Hangarau Matihiko. My targeted audience will be
the Year 5 team teachers and my students. The stake-holders will be the school
management team, the parents, the Year 5 team and the students.</span><span style="font-family: "Times New Roman",serif;"><o:p></o:p></span></div>
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<span style="background: white; color: #333333; font-size: 14.0pt; mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-hansi-font-family: Calibri;">The following is relevant to parents and students: According
to ‘</span><i><span style="background: white; color: black; font-size: 14.0pt; mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-hansi-font-family: Calibri;">Digital Technologies and the New Zealand Curriculum- Your
guide to finding support and getting ready’ </span></i><span style="background: white; color: black; font-size: 14.0pt; mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-hansi-font-family: Calibri;">this process started in 2017 with public
consultation and the release of the new content of the digital curriculum. In
2018, implementation started, made it officially at NCEA Levels 1 and 2. Later
in 2019, NCEA Level 2 and 3 were the focus where students can have access to
more specialised content, and now in 2020 all schools and kura are expected to
teach the content of the new digital technologies.</span><span style="font-family: "Times New Roman",serif;"><o:p></o:p></span></div>
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<span style="background: white; color: black; font-size: 14.0pt; mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-hansi-font-family: Calibri;">This is relevant to the children and the parents because it
means that our students can start building up the steps towards high school and
then tertiary studies.</span><span style="font-family: "Times New Roman",serif;"><o:p></o:p></span></div>
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<span style="background: white; color: black; font-size: 14.0pt; mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-hansi-font-family: Calibri;">The Digital Curriculum strands have progress outcomes instead
of learning outcomes, which will enable our students and students around New
Zealand to build knowledge and skills in a step-like system and continue to
progress through the NCEA Levels 1 to 3. This way students can gain skills and
capabilities to further study Digital Technology related courses at tertiary
level and satisfy the national and global demand for skilled workers in this
area (Ministry of Education- education.govt.nz 2018).</span><span style="font-family: "Times New Roman",serif;"><o:p></o:p></span></div>
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<span style="background: white; color: black; font-size: 14.0pt; mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-hansi-font-family: Calibri;">The learning progressions are not fixed to the year level, so
students can advance according to their capabilities which can be positive and
negative at the same time. Besides, since Digital Technology will be integrated
with other subjects, these may be affected by the students’ digital skills and
confidence in different ways.</span><span style="font-family: "Times New Roman",serif;"><o:p></o:p></span></div>
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<span style="background: white; color: black; font-size: 14.0pt; mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-hansi-font-family: Calibri;">According to Kellow (2018) the use of digital devices and
digital knowledge and skills will enhance learning by using them in authentic
tasks and when they support other learning areas of the curriculum.</span><span style="font-family: "Times New Roman",serif;"><o:p></o:p></span></div>
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<br /></div>
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<span style="background: white; color: black; font-size: 14.0pt; mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-hansi-font-family: Calibri;">For us teachers, it is important that we are aware of the
transformation that the Technology curriculum has gone through, that the public
was invited to a process of consultation for this modification and that later
the </span><span style="background: #FDFDFD; color: #4d4d4f; font-size: 14.0pt; mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-hansi-font-family: Calibri;">Kia Takatū ā-Matihiko, the National Digital Readiness
Programme was made available for teachers which can be still accessible</span><span style="background: white; color: black; font-size: 14.0pt; mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-hansi-font-family: Calibri;">. This
programme is an online portal with information, resources and meet ups for the
digital leaders of the school and teachers.</span><span style="font-family: "Times New Roman",serif;"><o:p></o:p></span></div>
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<span style="background: white; color: black; font-size: 14.0pt; mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-hansi-font-family: Calibri;">The Ministry of Education has, admittedly, put out a range of
resources for teachers in the shape of guides, reports, exemplars and websites
such as ‘<i>Nationwide Digital Readiness Programme – Kia Takatū ā-Matahiko’</i>
to help teachers become ready for the launching of this new initiative. In my
team’s case, the teachers are aware that 2020 is the deadline for the
introduction of the Digital Technologies curriculum and they may have
superficially explored and investigated the Digital Technology strands. </span><span style="font-family: "Times New Roman",serif;"><o:p></o:p></span></div>
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<span style="background: white; color: black; font-size: 14.0pt; mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-hansi-font-family: Calibri;">Schools are renowned for adding initiatives without
necessarily weeding out unnecessary content or practices, and that is when
initiatives become tokens that are scheduled once or twice a week instead of
being integrated into the other curriculum learning areas.</span><span style="font-family: "Times New Roman",serif;"><o:p></o:p></span></div>
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<span style="background: white; color: black; font-size: 14.0pt; mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-hansi-font-family: Calibri;">A good starting point for a teacher who wants to become
familiar with the Digital Curriculum, have access to information for teachers
and most important of all: resources, is </span><span style="font-family: "Times New Roman",serif;"><a href="http://technology.tki.org.nz/Technology-in-the-NZC"><span style="background: white; color: #1155cc; font-family: "Calibri",sans-serif; font-size: 14.0pt;">http://technology.tki.org.nz/Technology-in-the-NZC</span></a></span><span style="background: white; color: black; font-size: 14.0pt; mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-hansi-font-family: Calibri;"> . This web
page has to a great amount of lessons for the different levels and areas of the
curriculum. Another source of tips on how to go about implementing the Digital
Curriculum and a blog entry by Davis Parsons </span><span style="font-family: "Times New Roman",serif;"><a href="https://themindlab.com/2019/03/10/digital-technologies-in-the-nz-curriculum-top-10-tips/"><span style="background: white; color: #1155cc; font-family: "Calibri",sans-serif; font-size: 14.0pt;">https://themindlab.com/2019/03/10/digital-technologies-in-the-nz-curriculum-top-10-tips/</span></a></span><span style="background: white; color: black; font-size: 14.0pt; mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-hansi-font-family: Calibri;"> .</span><span style="font-family: "Times New Roman",serif;"><o:p></o:p></span></div>
<div class="MsoNormal">
<span style="background: white; color: black; font-size: 14.0pt; mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-hansi-font-family: Calibri;">David Parsons’ blog suggests a very valid point in Digital
Technologies which is: “</span><span style="background: #FBFBFC; color: #2c3036; font-size: 14.0pt; mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-hansi-font-family: Calibri;">You don’t have to know everything!”. Sometimes providing
children with the opportunity with software and gadgets would be enough because
most of the time they will take the teacher to unexplored grounds.</span><span style="font-family: "Times New Roman",serif;"><o:p></o:p></span></div>
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<br /></div>
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<b><u><span style="color: black; font-size: 14.0pt; mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-hansi-font-family: Calibri;">Reference</span></u></b><span style="font-family: "Times New Roman",serif;"><o:p></o:p></span></div>
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<ul style="margin-top: 0cm;" type="disc">
<li class="MsoNormal" style="color: black; mso-list: l8 level1 lfo5; tab-stops: list 36.0pt; vertical-align: baseline;"><span style="background: white; font-size: 14.0pt; mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-hansi-font-family: Calibri;">Ministry of Education. <i>Digital Technologies and the
New Zealand Curriculum Your guide to finding support and getting ready. </i></span><span style="font-size: 14.0pt; mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-hansi-font-family: Calibri;"><a href="https://www.education.govt.nz/assets/Documents/dthm/DT-Support-Booklet-PRINT-PDF-20-07web.pdf"><span style="background: white; color: #1155cc;">https://www.education.govt.nz/assets/Documents/dthm/DT-Support-Booklet-PRINT-PDF-20-07web.pdf</span></a><o:p></o:p></span></li>
</ul>
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<ul style="margin-top: 0cm;" type="disc">
<li class="MsoNormal" style="color: black; mso-list: l3 level1 lfo6; tab-stops: list 36.0pt; vertical-align: baseline;"><span style="background: white; font-size: 14.0pt; mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-hansi-font-family: Calibri;">Ministry of Education- Education.govt.nz (December
2018). <i>Information for Businesses and Employers. </i></span><span style="font-size: 14.0pt; mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-hansi-font-family: Calibri;"><a href="https://www.education.govt.nz/our-work/changes-in-education/digital-technologies-and-hangarau-matihiko-learning/information-for-businesses-and-employers/"><span style="background: white; color: #1155cc;">https://www.education.govt.nz/our-work/changes-in-education/digital-technologies-and-hangarau-matihiko-learning/information-for-businesses-and-employers/</span></a><o:p></o:p></span></li>
</ul>
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<ul style="margin-top: 0cm;" type="disc">
<li class="MsoNormal" style="color: black; mso-list: l1 level1 lfo7; tab-stops: list 36.0pt; vertical-align: baseline;"><span style="font-size: 14.0pt; mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-hansi-font-family: Calibri;">Beehive.govt.nz
(June 2017) </span><i><span style="color: #3f4647; font-size: 14.0pt; mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-hansi-font-family: Calibri;">Digital curriculum changes connect young people to the
future. </span></i><span style="font-size: 14.0pt; mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-hansi-font-family: Calibri;"><a href="https://www.beehive.govt.nz/release/digital-curriculum-changes-connect-young-people-future"><span style="color: #1155cc;">https://www.beehive.govt.nz/release/digital-curriculum-changes-connect-young-people-future</span></a><o:p></o:p></span></li>
</ul>
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<ul style="margin-top: 0cm;" type="disc">
<li class="MsoNormal" style="color: black; mso-list: l12 level1 lfo8; tab-stops: list 36.0pt; vertical-align: baseline;"><span style="font-size: 14.0pt; mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-hansi-font-family: Calibri;">Kellow, Jan Marie (2018). <i>Digital Technologies in the
New Zealand Curriculum. </i>The Waikato Journal of Education Volume 23,
Issue 2, 2018. <a href="https://web.b.ebscohost.com/ehost/pdfviewer/pdfviewer?vid=7&sid=c5fff2ae-7c6b-48a4-8ec0-426feba8cdfc%40sessionmgr102"><span style="color: #1155cc;">https://web.b.ebscohost.com/ehost/pdfviewer/pdfviewer?vid=7&sid=c5fff2ae-7c6b-48a4-8ec0-426feba8cdfc%40sessionmgr102</span></a><o:p></o:p></span></li>
</ul>
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<span style="font-family: "Times New Roman",serif;"><br />
</span><u><span style="color: black; font-size: 14.0pt; mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-hansi-font-family: Calibri;">Reflective
Entry 3- Demonstrate a critical understanding of how indigenous knowledge
(IK) and cultural responsiveness (CR) inform practice</span></u><span style="font-family: "Times New Roman",serif;"><o:p></o:p></span></div>
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<span style="color: black; font-size: 14.0pt; mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-hansi-font-family: Calibri;">As a teacher and a team leader I cannot ignore the fact
that my teaching does not happen in a vacuum. It happens in New Zealand and
this country happens to be bicultural. Maori people are the people of the land
and are indigenous to Aotearoa. They happened to be colonised by Great Britain
in the 1700’s and later in 1840 Maori and representatives of the Crown signed a
controversial treaty: The Treaty of Waitangi.</span><span style="font-family: "Times New Roman",serif;"><o:p></o:p></span></div>
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<span style="color: black; font-size: 14.0pt; mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-hansi-font-family: Calibri;">With the arrival of the Pakeha people, the colonisation
process started. Maori people were forced to give up their land, sovereignty of
natural resources and the right to speak their language. For decades the
indigenous people of New Zealand have been expected to function in a society
shaped by the colonisers. Perform in schools where the curriculum, policies,
initiatives, research were predominantly Pakeha. Resulting this in Maori
students failing schooling in large numbers.</span><span style="font-family: "Times New Roman",serif;"><o:p></o:p></span></div>
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<span style="color: black; font-size: 14.0pt; mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-hansi-font-family: Calibri;">In the 90’s Kaupapa Maori research was born. It is
research by Maori, for Maori and with Maori (Tihuwai Smith 1996). It was in
response to what Tihuwai Smith describes as oppressive relationship with Pakeha
and she mentions Paulo Freire whose approach to education was emancipatory
through the process of ‘humanising the oppressor’. A term Freire made popular
was ‘conscientizacao’ and that I think it is more appropriate because it is the
process through which the oppressed becomes aware ‘of her own social context,
political context, economic context, gender, social class, sexuality, and race
and how these play an important role in the shaping of her reality.’ (EIP).
Such knowledge empowers the learner to question the status quo and for Maori
students, it makes them realise that they are not failing the system, but the
system is failing them.</span><span style="font-family: "Times New Roman",serif;"><o:p></o:p></span></div>
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<span style="background: white; color: black; font-size: 14.0pt; mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-hansi-font-family: Calibri;">John Dewey was an influence on Paulo
Freire and they both believe that the classroom needs to an environment of
democracy, ‘both Dewey and Freire were critical of teachers whose dispositions
were undemocratic, who transmitted information from the expert to the student,
and who lacked curiosity and confidence to continue learning from their
students.’ (EIP). This last quote tells me as a teacher that every student is
not an empty vessel and that my role is not to be the fountain of all knowledge
which agrees with the 21st Century pedagogy and students being more involved in
inquiry learning. Freire also held the belief that human beings’ future should
not be predetermined by their past history. This tells me that every student
has the right to a clean slate, particularly when moving to another class and
that siblings are different from each other. As a teacher I have to be careful
of my assumptions and preconceived ideas I have, based on the background
knowledge I have about indigenous students in my class.</span><span style="font-family: "Times New Roman",serif;"><o:p></o:p></span></div>
<div class="MsoNormal" style="margin-top: 12.0pt;">
<span style="background: white; color: black; font-size: 14.0pt; mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-hansi-font-family: Calibri;">According to Keane et al, (2016)
indigenous knowledge and research happens to have a part imprinted by the
researcher. The narratives, the stories, the behaviours, the understandings are
all ‘contaminated’ by the researchers own narratives, stories behaviours and
undertandings. Freire’s reaction to this was: ‘the more you put gloves on our
hands in order to avoid contamination with reality, the better a scientist you
are’ (Shor & Freire 1987, 13). Here in New Zealand, Kaupapa addresses
that problem: the research is done by Maori, for Maori, with Maori.</span><span style="font-family: "Times New Roman",serif;"><o:p></o:p></span></div>
<div class="MsoNormal">
<span style="color: #333333; font-size: 14.0pt; mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-hansi-font-family: Calibri;">Tuhiwai
Smith, Linda (1996) agrees with the fact the contamination happens in research,
and she goes as far as to say that for example Kura Kaupapa Maori has been
defined as ‘bilingual education’ or ‘second language education’ which does not
invoke a whole range of meanings that simply don’t apply to advocated to
Kaupapa Maori. I think translations from one language to another will never be
exactly the same as what the initial language meant. This is particularly
relevant to Maori language which has words that have many different meanings
and some of these meanings are brimming with cultural and spiritual
meanings. </span><span style="font-family: "Times New Roman",serif;"><o:p></o:p></span></div>
<div class="MsoNormal" style="margin-top: 12.0pt;">
<span style="color: black; font-size: 14.0pt; mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-hansi-font-family: Calibri;">As a teacher, again, I need to stand back and be mindful
of my cultural biases and my expectations of what Maori students should be like
and utilise the Kaupapa Maori principles to inform my practice. In addition to
that keep an eye out for more Maori research done by Maori, for Maori and by
Maori.</span><span style="font-family: "Times New Roman",serif;"><o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<u><span style="color: #333333; font-size: 14.0pt; mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-hansi-font-family: Calibri;">References</span></u><span style="font-family: "Times New Roman",serif;"><o:p></o:p></span></div>
<ul style="margin-top: 0cm;" type="disc">
<li class="MsoNormal" style="color: #333333; mso-list: l13 level1 lfo9; tab-stops: list 36.0pt; vertical-align: baseline;"><span style="font-size: 14.0pt; mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-hansi-font-family: Calibri;">Tuhiwai Smith, Linda (1996). <i>Kaupapa Māori Research- Some
Kaupapa Māori principles. </i><a href="https://researchcommons.waikato.ac.nz/bitstream/handle/10289/12026/Kaupapa%20Maori%20Research.pdf?sequence=21&isAllowed=y"><span style="color: #1155cc;">https://researchcommons.waikato.ac.nz/bitstream/handle/10289/12026/Kaupapa%20Maori%20Research.pdf?sequence=21&isAllowed=y</span></a><o:p></o:p></span></li>
</ul>
<div class="MsoNormal">
<br /></div>
<ul style="margin-top: 0cm;" type="disc">
<li class="MsoNormal" style="color: #333333; mso-list: l14 level1 lfo10; tab-stops: list 36.0pt; vertical-align: baseline;"><span style="font-size: 14.0pt; mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-hansi-font-family: Calibri;">Internet Encyclopedia of Philosophy- IEP. <i>Paulo Freire. </i><a href="https://www.iep.utm.edu/freire/"><span style="color: #1155cc;">https://www.iep.utm.edu/freire/</span></a><o:p></o:p></span></li>
</ul>
<div class="MsoNormal">
<br /></div>
<ul style="margin-top: 0cm;" type="disc">
<li class="MsoNormal" style="color: #333333; mso-list: l15 level1 lfo11; tab-stops: list 36.0pt; vertical-align: baseline;"><span style="font-size: 14.0pt; mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-hansi-font-family: Calibri;">Keane, Moyra; Khupe, Constance and Muza, Blessings (2016). <i>IT
MATTERS WHO YOU ARE: INDIGENOUS KNOWLEDGE RESEARCH AND RESEARCHERS. </i>Education
as Change Volume 20 | Number 2 | 2016 | pp. 163–183 <a href="http://www.scielo.org.za/pdf/eac/v20n2/02.pdf"><span style="color: #1155cc;">http://www.scielo.org.za/pdf/eac/v20n2/02.pdf</span></a><o:p></o:p></span></li>
</ul>
<div class="MsoNormal" style="margin-bottom: 12.0pt;">
<span style="font-family: "Times New Roman",serif;"><br />
</span><u><span style="color: #333333; font-size: 14.0pt; mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-hansi-font-family: Calibri;">Reflective
Entry 4- State the research question and explain how the question has been
developed and how they relate to a Kaupapa Maori approach to knowledge
gathering and community priorities.</span></u><span style="font-family: "Times New Roman",serif;"><o:p></o:p></span></div>
<div class="MsoNormal">
<span style="color: #333333; font-size: 14.0pt; mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-hansi-font-family: Calibri;">To
develop my research question I used five steps described in this video: </span><span style="font-family: "Times New Roman",serif;"><a href="https://www.youtube.com/watch?v=1oJNO6PYZe4"><span style="color: #1155cc; font-family: "Calibri",sans-serif; font-size: 14.0pt;">https://www.youtube.com/watch?v=1oJNO6PYZe4</span></a></span><span style="color: #333333; font-size: 14.0pt; mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-hansi-font-family: Calibri;"> which also included a
worksheet with the five steps in the format of questions to follow the process.
The steps are the following:</span><span style="font-family: "Times New Roman",serif;"><o:p></o:p></span></div>
<div class="MsoNormal" style="margin-left: 36.0pt; mso-list: l0 level1 lfo12; tab-stops: list 36.0pt; text-indent: -18.0pt; vertical-align: baseline;">
<!--[if !supportLists]--><span style="color: #333333; font-size: 14.0pt; mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-fareast-font-family: Calibri; mso-hansi-font-family: Calibri;"><span style="mso-list: Ignore;">1.<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]--><span style="color: #333333; font-size: 14.0pt; mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-hansi-font-family: Calibri;">Pick
a topic.- What broad topic are you interested in?<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-left: 36.0pt; mso-list: l0 level1 lfo12; tab-stops: list 36.0pt; text-indent: -18.0pt; vertical-align: baseline;">
<!--[if !supportLists]--><span style="color: #333333; font-size: 14.0pt; mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-fareast-font-family: Calibri; mso-hansi-font-family: Calibri;"><span style="mso-list: Ignore;">2.<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]--><span style="color: #333333; font-size: 14.0pt; mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-hansi-font-family: Calibri;">Narrow
the topic.- What specific part of the topic are you interested in?<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-left: 36.0pt; mso-list: l0 level1 lfo12; tab-stops: list 36.0pt; text-indent: -18.0pt; vertical-align: baseline;">
<!--[if !supportLists]--><span style="color: #333333; font-size: 14.0pt; mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-fareast-font-family: Calibri; mso-hansi-font-family: Calibri;"><span style="mso-list: Ignore;">3.<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]--><span style="color: #333333; font-size: 14.0pt; mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-hansi-font-family: Calibri;">Ask
some questions.- List a few possible questions about your specific area of
interest.<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-left: 36.0pt; mso-list: l0 level1 lfo12; tab-stops: list 36.0pt; text-indent: -18.0pt; vertical-align: baseline;">
<!--[if !supportLists]--><span style="color: #333333; font-size: 14.0pt; mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-fareast-font-family: Calibri; mso-hansi-font-family: Calibri;"><span style="mso-list: Ignore;">4.<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]--><span style="color: #333333; font-size: 14.0pt; mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-hansi-font-family: Calibri;">Pick
a question.- Choose one of your main research questions (How/Why).<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-left: 36.0pt; mso-list: l0 level1 lfo12; tab-stops: list 36.0pt; text-indent: -18.0pt; vertical-align: baseline;">
<!--[if !supportLists]--><span style="color: #333333; font-size: 14.0pt; mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-fareast-font-family: Calibri; mso-hansi-font-family: Calibri;"><span style="mso-list: Ignore;">5.<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]--><span style="color: #333333; font-size: 14.0pt; mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-hansi-font-family: Calibri;">Focus
the question.- Make your question as clear and specific as you can (Who? What?
Where? When?).<o:p></o:p></span></div>
<div class="MsoNormal">
<span style="color: #333333; font-size: 14.0pt; mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-hansi-font-family: Calibri;">We
know a question is a good question when:</span><span style="font-family: "Times New Roman",serif;"><o:p></o:p></span></div>
<ul style="margin-top: 0cm;" type="disc">
<li class="MsoNormal" style="color: #333333; mso-list: l2 level1 lfo13; tab-stops: list 36.0pt; vertical-align: baseline;"><span style="font-size: 14.0pt; mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-hansi-font-family: Calibri;">It focuses on one issue only.<o:p></o:p></span></li>
<li class="MsoNormal" style="color: #333333; mso-list: l2 level1 lfo13; tab-stops: list 36.0pt; vertical-align: baseline;"><span style="font-size: 14.0pt; mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-hansi-font-family: Calibri;">It requires analysis (How and Why).<o:p></o:p></span></li>
<li class="MsoNormal" style="color: #333333; mso-list: l2 level1 lfo13; tab-stops: list 36.0pt; vertical-align: baseline;"><span style="font-size: 14.0pt; mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-hansi-font-family: Calibri;">It is specific and focused.<o:p></o:p></span></li>
<li class="MsoNormal" style="color: #333333; mso-list: l2 level1 lfo13; tab-stops: list 36.0pt; vertical-align: baseline;"><span style="font-size: 14.0pt; mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-hansi-font-family: Calibri;">It does not use vague words.<o:p></o:p></span></li>
</ul>
<div class="MsoNormal">
<span style="color: #333333; font-size: 14.0pt; mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-hansi-font-family: Calibri;">So
when I applied this process to come up with a research question I had:</span><span style="font-family: "Times New Roman",serif;"><o:p></o:p></span></div>
<div class="MsoNormal" style="margin-left: 36.0pt; mso-list: l11 level1 lfo14; tab-stops: list 36.0pt; text-indent: -18.0pt; vertical-align: baseline;">
<!--[if !supportLists]--><span style="color: #333333; font-size: 14.0pt; mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-fareast-font-family: Calibri; mso-hansi-font-family: Calibri;"><span style="mso-list: Ignore;">1.<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]--><span style="color: #333333; font-size: 14.0pt; mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-hansi-font-family: Calibri;">The
introduction of the new Digital Curriculum to my school.<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-left: 36.0pt; mso-list: l11 level1 lfo14; tab-stops: list 36.0pt; text-indent: -18.0pt; vertical-align: baseline;">
<!--[if !supportLists]--><span style="color: #333333; font-size: 14.0pt; mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-fareast-font-family: Calibri; mso-hansi-font-family: Calibri;"><span style="mso-list: Ignore;">2.<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]--><span style="color: #333333; font-size: 14.0pt; mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-hansi-font-family: Calibri;">Our
existing IT plan and the new Digital Curriculum.<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-left: 36.0pt; mso-list: l11 level1 lfo14; tab-stops: list 36.0pt; text-indent: -18.0pt; vertical-align: baseline;">
<!--[if !supportLists]--><span style="color: #333333; font-size: 14.0pt; mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-fareast-font-family: Calibri; mso-hansi-font-family: Calibri;"><span style="mso-list: Ignore;">3.<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]--><span style="color: #333333; font-size: 14.0pt; mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-hansi-font-family: Calibri;">How
does our school IT plan reflect the use of the new Digital Curriculum? Is our
IT plan a balanced of the two strands of the Digital curriculum?<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-left: 36.0pt; mso-list: l11 level1 lfo14; tab-stops: list 36.0pt; text-indent: -18.0pt; vertical-align: baseline;">
<!--[if !supportLists]--><span style="color: #333333; font-size: 14.0pt; mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-fareast-font-family: Calibri; mso-hansi-font-family: Calibri;"><span style="mso-list: Ignore;">4.<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]--><span style="color: #333333; font-size: 14.0pt; mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-hansi-font-family: Calibri;">How
does the use of the new Digital Curriculum contribute to a balanced school IT
plan?<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-left: 36.0pt; mso-list: l11 level1 lfo14; tab-stops: list 36.0pt; text-indent: -18.0pt; vertical-align: baseline;">
<!--[if !supportLists]--><b><span style="color: #333333; font-size: 14.0pt; mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-fareast-font-family: Calibri; mso-hansi-font-family: Calibri;"><span style="mso-list: Ignore;">5.<span style="font: 7.0pt "Times New Roman";">
</span></span></span></b><!--[endif]--><b><span style="color: #333333; font-size: 14.0pt; mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-hansi-font-family: Calibri;"> How
does my use of the new Digital Curriculum to analyse my school IT plan will
ensure such a plan displays a balance of the two new strands?<o:p></o:p></span></b></div>
<div class="MsoNormal">
<span style="color: #333333; font-size: 14.0pt; mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-hansi-font-family: Calibri;">I
know it is a good question because it meets the requirements given above.</span><span style="font-family: "Times New Roman",serif;"><o:p></o:p></span></div>
<div class="MsoNormal">
<span style="color: #333333; font-size: 14.0pt; mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-hansi-font-family: Calibri;">The
video I used to guide me in this process, also said that research papers do not
show the question, but that the question is used to guide the research. The
question also helps develop the thesis which is the summary of the answer to my
question. Like: <b>The use of the new Digital Curriculum assists teachers in
creating more balanced IT plans.</b></span><span style="font-family: "Times New Roman",serif;"><o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="color: #333333; font-size: 14.0pt; mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-hansi-font-family: Calibri;">Kaupapa
Maori Research is described as research by Maori, for Maori and with Maori.
‘The Maori way’. In Katoa Ltd. it is mentioned that Graham Smith describes
Kaupapa Maori research as: </span><span style="font-family: "Times New Roman",serif;"><o:p></o:p></span></div>
<ul style="margin-top: 0cm;" type="circle">
<li class="MsoNormal" style="background: white; color: #444444; margin-top: 10.0pt; mso-list: l16 level1 lfo15; tab-stops: list 36.0pt; vertical-align: baseline;"><span style="font-size: 14.0pt; mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-hansi-font-family: Calibri;">Connected to Maori philosophy and
principles,<o:p></o:p></span></li>
<li class="MsoNormal" style="background: white; color: #444444; mso-list: l16 level1 lfo15; tab-stops: list 36.0pt; vertical-align: baseline;"><span style="font-size: 14.0pt; mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-hansi-font-family: Calibri;">Taking for granted the validity and
legitimacy of Maori,<o:p></o:p></span></li>
<li class="MsoNormal" style="background: white; color: #444444; mso-list: l16 level1 lfo15; tab-stops: list 36.0pt; vertical-align: baseline;"><span style="font-size: 14.0pt; mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-hansi-font-family: Calibri;">Taking for granted the importance of
Maori language and culture, and<o:p></o:p></span></li>
<li class="MsoNormal" style="background: white; color: #444444; margin-bottom: 10.0pt; mso-list: l16 level1 lfo15; tab-stops: list 36.0pt; vertical-align: baseline;"><span style="font-size: 14.0pt; mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-hansi-font-family: Calibri;">Concerned with the ‘struggle for
autonomy over our own cultural well-being’.<o:p></o:p></span></li>
</ul>
<div class="MsoNormal" style="background: white; margin-bottom: 10.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 10.0pt;">
<span style="color: #444444; font-size: 14.0pt; mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-hansi-font-family: Calibri;">Kaupapa Maori research is based on six principles:</span><span style="font-family: "Times New Roman",serif;"><o:p></o:p></span></div>
<div class="MsoNormal" style="background: white; margin-bottom: .0001pt; margin-bottom: 0cm; margin-left: 36.0pt; margin-right: 0cm; margin-top: 10.0pt; mso-list: l5 level1 lfo16; tab-stops: list 36.0pt; text-indent: -18.0pt; vertical-align: baseline;">
<!--[if !supportLists]--><span style="color: #444444; font-size: 14.0pt; mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-fareast-font-family: Calibri; mso-hansi-font-family: Calibri;"><span style="mso-list: Ignore;">1.<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]--><b><span style="color: #444444; font-size: 14.0pt; mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-hansi-font-family: Calibri;">Tino
Rangatiratanga- the self determination principle.</span></b><span style="color: #444444; font-size: 14.0pt; mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-hansi-font-family: Calibri;"> This principle is embedded
in the Treaty of Waitangi and it is about sovereignty and the personal right to
manage one’s own future. My research question includes the new Digital
Curriculum which has progression outcomes which enables students to control the
progress of their digital learning all the way into NCEA Level 3. My research
includes an analysis of how balanced the school IT plan is.<o:p></o:p></span></div>
<div class="MsoNormal" style="background: white; margin-left: 36.0pt; mso-list: l5 level1 lfo16; tab-stops: list 36.0pt; text-indent: -18.0pt; vertical-align: baseline;">
<!--[if !supportLists]--><span style="color: #444444; font-size: 14.0pt; mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-fareast-font-family: Calibri; mso-hansi-font-family: Calibri;"><span style="mso-list: Ignore;">2.<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]--><b><span style="background: white; color: #444444; font-size: 14.0pt; mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-hansi-font-family: Calibri;">Taonga tuku iho - the cultural aspirations principl</span></b><span style="background: white; color: #444444; font-size: 14.0pt; mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-hansi-font-family: Calibri;">e. This
principle is that to be Māori is normal and taken for granted. <i>Te reo Māori</i>
(the Māori language)<i>, matauranga Māori</i> (Maori knowledge)<i>, tikanga
Māori</i> (Māori custom) and <i>ahuatanga Māori</i> (Māori characteristics) are
acknowledged and valued. ‘This principle acknowledges the strong emotional and
spiritual factor in Kaupapa Māori’ (Katoa Ltd). I don’t think my research
focuses on the elements mentioned in this paragraph. But the content of the
lessons in the school IT plan can integrate Maori with Digital Technology. For
example, the use of #1Miriona app for students to find out and develop a
pepeha.</span><span style="color: #444444; font-size: 14.0pt; mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-hansi-font-family: Calibri;"><o:p></o:p></span></div>
<div class="MsoNormal" style="background: white; margin-left: 36.0pt; mso-list: l5 level1 lfo16; tab-stops: list 36.0pt; text-indent: -18.0pt; vertical-align: baseline;">
<!--[if !supportLists]--><span style="color: #444444; font-size: 14.0pt; mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-fareast-font-family: Calibri; mso-hansi-font-family: Calibri;"><span style="mso-list: Ignore;">3.<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]--><b><span style="background: white; color: #444444; font-size: 14.0pt; mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-hansi-font-family: Calibri;">Ako - the culturally preferred pedagogy principle. </span></b><span style="background: white; color: #444444; font-size: 14.0pt; mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-hansi-font-family: Calibri;"> This
principle is about pedagogy practices that are unique to <i>tikanga Māori</i>
(custom) and suggests that Māori should be able to choose their own preferred
pedagogies. In my research in the analysis of my school IT programme, a child
centered approach can be included. Inquiry is a strong contender, because the
teacher is a coach on the side and not a fountain of all knowledge at the
front. That way the knowledge can be decolonised.</span><span style="color: #444444; font-size: 14.0pt; mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-hansi-font-family: Calibri;"><o:p></o:p></span></div>
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<!--[if !supportLists]--><span style="color: #444444; font-size: 14.0pt; mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-fareast-font-family: Calibri; mso-hansi-font-family: Calibri;"><span style="mso-list: Ignore;">4.<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]--><b><span style="background: white; color: #444444; font-size: 14.0pt; mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-hansi-font-family: Calibri;">Kia piki ake i nga raruraru o te kāinga - the socio-economic
mediation principle. </span></b><span style="background: white; color: #444444; font-size: 14.0pt; mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-hansi-font-family: Calibri;">This is about the socio-economic disadvantages that Maori
face and their well-being. IT usually faces the problem of access to devices
and WIFI. My research happens in a school that has Chromebooks to share between
two classes and WIFI is accessible to others. The problem arises when disadvantaged
children go home and the access is not there.</span><span style="color: #444444; font-size: 14.0pt; mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-hansi-font-family: Calibri;"><o:p></o:p></span></div>
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<!--[if !supportLists]--><span style="color: #444444; font-size: 14.0pt; mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-fareast-font-family: Calibri; mso-hansi-font-family: Calibri;"><span style="mso-list: Ignore;">5.<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]--><b><span style="background: white; color: #444444; font-size: 14.0pt; mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-hansi-font-family: Calibri;">Whānau - the extended family structure principle. </span></b><span style="background: white; color: #444444; font-size: 14.0pt; mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-hansi-font-family: Calibri;">This is
about whanau and whanaungatanga (family connectedness) which underpins the
success of health, education, justice and prosperity. This principle can be
fulfilled through the content of the IT plan that I would be analysing.</span><span style="color: #444444; font-size: 14.0pt; mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-hansi-font-family: Calibri;"><o:p></o:p></span></div>
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<!--[if !supportLists]--><span style="color: #444444; font-size: 14.0pt; mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-fareast-font-family: Calibri; mso-hansi-font-family: Calibri;"><span style="mso-list: Ignore;">6.<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]--><b><span style="background: white; color: #444444; font-size: 14.0pt; mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-hansi-font-family: Calibri;">Kaupapa - the collective philosophy principle. </span></b><span style="background: white; color: #444444; font-size: 14.0pt; mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-hansi-font-family: Calibri;">This
principle links Māori aspirations to political, social, economic and cultural
well-being. This means Māori health, a healthy Māori would have been healthy
politically, culturally, socially and economically. I don’t think my research
is addressing this principle.</span><span style="color: #444444; font-size: 14.0pt; mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-hansi-font-family: Calibri;"><o:p></o:p></span></div>
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<span style="background: white; color: #444444; font-size: 14.0pt; mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-hansi-font-family: Calibri;">I found
this exercise very useful because it made me aware that my research and my
school planning need to be more inclusive of pedagogy and methodology that
is conducive to the success of Maori children in my school.</span><span style="font-family: "Times New Roman",serif;"><o:p></o:p></span></div>
<div class="MsoNormal">
<b><span style="color: #333333; font-size: 14.0pt; mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-hansi-font-family: Calibri;"> </span></b><u><span style="color: black; font-size: 14.0pt; mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-hansi-font-family: Calibri;">Reference</span></u><span style="font-family: "Times New Roman",serif;"><o:p></o:p></span></div>
<ul style="margin-top: 0cm;" type="disc">
<li class="MsoNormal" style="color: black; margin-top: 12.0pt; mso-list: l9 level1 lfo17; tab-stops: list 36.0pt; vertical-align: baseline;"><span style="font-size: 14.0pt; mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-hansi-font-family: Calibri;">Laurier Library. <i>Developing a research
question.</i>Youtube Video. <a href="https://www.youtube.com/watch?v=1oJNO6PYZe4"><span style="color: #1155cc;">https://www.youtube.com/watch?v=1oJNO6PYZe4</span></a><o:p></o:p></span></li>
<li class="MsoNormal" style="color: black; mso-list: l9 level1 lfo17; tab-stops: list 36.0pt; vertical-align: baseline;"><span style="font-size: 14.0pt; mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-hansi-font-family: Calibri;">Laurier Library. <i>Research question worksheet.</i> <a href="http://library.wlu.ca/sites/default/files/pdfs/tutorials/research-question-worksheet-new.pdf"><span style="color: #1155cc;">http://library.wlu.ca/sites/default/files/pdfs/tutorials/research-question-worksheet-new.pdf</span></a><o:p></o:p></span></li>
</ul>
<div class="MsoNormal">
<span style="color: black; font-size: 14.0pt; mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-hansi-font-family: Calibri;">Katua
Ltd. <i>Kaupapa Maori Research. </i></span><span style="font-family: "Times New Roman",serif;"><a href="http://www.katoa.net.nz/kaupapa-maori"><i><span style="color: #1155cc; font-family: "Calibri",sans-serif; font-size: 14.0pt;">http://www.katoa.net.nz/kaupapa-maori</span></i></a><o:p></o:p></span></div>
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Mannequin Challenge 2019http://www.blogger.com/profile/18138466431927296127noreply@blogger.com0tag:blogger.com,1999:blog-6611673350289926262.post-74802626758103801902017-10-07T01:38:00.000-07:002017-10-14T22:32:58.593-07:00TeachMeet NZ meets Kahui Ako - 2017<br />
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I had attended a couple of PD sessions by Brian Annan and Mary Wootton from Infinity Learning Org. about Learning Maps with the purpose of launching awareness of Agency at my school as part of our ACCoS focus. I subsequently led a couple of presentations to our staff to introduce them to Learning Maps and their administration to our students.<br />
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Before administering the Learning Maps to all children in may class about learning in general, I decided to trial it with a small group of children on reading because my team was focusing in this area for the school SAM's (Student Achievement Monitoring). That is how the idea for my inquiry started.<br />
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Later on, at EduCampAKL 2017 I ran into Sonya Van Schaijik and she asked me if I would like to be part of an online presentation for TeachMeet NZ about my ACCoS inquiry. Initially I was flattered and excited about the idea, but as the day drew closer I thought I started having second thoughts! Especially when I saw the line out of presenters!<br />
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Sonya made the process very accessible and smooth.<br />
She provided me with a template and clear tips for my presentation.<br />
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We had a couple of video conferencing practices to iron out equipment procedures we needed to use on the day of the presentation, such as: how to enter and display our details on our Google Hangout screen, check if the sound in our laptops was working okay and how to screen share our presentation. We also practiced how to mute our own mic and stop our own camera from casting to avoid interference with the presenter who was having her turn.<br />
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Then it mas announced to the world via Twitter, Facebook, LinkedIn and e-mail!<br />
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<a href="https://1.bp.blogspot.com/-m37y-NwSnqQ/WdqKlOdvTVI/AAAAAAAAASQ/BbV6kfRIo8sgQlZxAV9emFkfjmkzVZr_wCLcBGAs/s1600/Whitmore_Patricia.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="360" data-original-width="640" height="225" src="https://1.bp.blogspot.com/-m37y-NwSnqQ/WdqKlOdvTVI/AAAAAAAAASQ/BbV6kfRIo8sgQlZxAV9emFkfjmkzVZr_wCLcBGAs/s400/Whitmore_Patricia.jpg" width="400" /></a></div>
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We had a dress rehearsal three days before the event and I had the opportunity to listen to feedback and feed forward about my presentation. I reduced the amount of writing in my slides and I cut down on my oral presentation to fit the allocated time.<br />
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The days following the dress rehearsal I worked on my slides furiously and I practice my oral presentation with a timer several times a day.<br />
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NOTE: I used the Presenter's Notes option in my Google slides for my practice. Earlier on the day it dawn on me that the notes will be broadcast as well, interfering with my slides... So I had to print my notes and read them from paper.<br />
I am yet to find out how to have the notes on screen without broadcasting them!<br />
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<a href="https://1.bp.blogspot.com/-m7SbbVr1oss/WdiOyTdtj3I/AAAAAAAAAR0/9RbrWmITjegk9HxpSJU3lOktqU10DijnQCLcBGAs/s1600/Capture10.PNG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="875" data-original-width="1600" height="217" src="https://1.bp.blogspot.com/-m7SbbVr1oss/WdiOyTdtj3I/AAAAAAAAAR0/9RbrWmITjegk9HxpSJU3lOktqU10DijnQCLcBGAs/s400/Capture10.PNG" width="400" /></a></div>
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The time came!<br />
My mic wasn't working!<br />
I heard Sonya's calm voice saying "Turn off your machine". I hesitated because I knew it would take a long time to start up my laptop. I did it and I was back just in time to introduce myself!<br />
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All the presentations were relevant, captivating and extremely informative!<br />
I was excited to have been part of this amazing group of presenters.<br />
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The following is my video and presentation:<br />
<a href="http://teachmeetnz.wikispaces.com/Whitmore_Patricia" target="_blank">Teachmeetnz-Whitmore_Patricia</a><br />
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<iframe allowfullscreen="" class="YOUTUBE-iframe-video" data-thumbnail-src="https://i.ytimg.com/vi/MnFKNuM6Yik/0.jpg" frameborder="0" height="266" src="https://www.youtube.com/embed/MnFKNuM6Yik?feature=player_embedded" width="320"></iframe></div>
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<iframe allowfullscreen="true" frameborder="0" height="299" mozallowfullscreen="true" src="https://docs.google.com/presentation/d/e/2PACX-1vSGpe0iyssEXdIY3ONRoXZfyYFQKiYivAX-B8lNeRilG-HAYjeYWU0doMVODh5sgW51cVb20AiMOzjU/embed?start=true&loop=false&delayms=3000" webkitallowfullscreen="true" width="480"></iframe><br />
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See all presenters in the following video:<br />
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<iframe allowfullscreen="" class="YOUTUBE-iframe-video" data-thumbnail-src="https://i.ytimg.com/vi/7ZzjCz154vM/0.jpg" frameborder="0" height="266" src="https://www.youtube.com/embed/7ZzjCz154vM?feature=player_embedded" width="320"></iframe><br />
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Thanks all presenters and special thanks to Sonya!<br />
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<br />Patricia Whitmorehttp://www.blogger.com/profile/06367142118004549775noreply@blogger.com0tag:blogger.com,1999:blog-6611673350289926262.post-85743982425541869692017-08-05T19:54:00.002-07:002017-08-05T19:54:22.756-07:00The Learning PitAt the beginning of this year, in Term 1 2017, I decided to bring to my class the Learning Pit to compliment the use of Growth Mindset. James Nottingham created the Learning Challenge or Learning Pit to enhance challenge and inquiry based on the works of Butler and Edwards in Transformational Learning who described the process of learning and transformation as going through a pit.<br />
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James Nottingham loved the pit analogy and named four different stages:<br />
<u>1.- Concept- </u>The learning challenge begins with a concept which was found in the local news, in a book, a child brought in, a teacher suggested it. This stage is the equivalent to the Uni-Structural stage of the SOLO Taxonomy.<br />
<u>2.- Conflict-</u> At this stage the students are brought 'into the pit' by creating a conflict in their minds. When the children are at the bottom of the pit, they can be encouraged to use Growth Mindset ideas and self talk to build up resilience and to get ready to climb out of the pit. This stage is equivalent to the Multi-Structural level of the SOLO Taxonomy.<br />
<u>3.- Construct-</u> After students are in the pit for some time gathering information from peers and by quality teacher questioning, the students start to build new meaning which leads to a sense of 'I got it!' (labelled by Nottingham as 'Eureka'). At this stage children help peers come out of the pit. This is the equivalent of the Relational stage in the SOLO Taxonomy.<br />
<u>4.- Consider-</u> Once the children are out of the pit, they reflect on the journey through the different stages of the pit (and the SOLO Taxonomy) and how they can apply this process to different concepts and / or contexts. This is the equivalent to the Extended Abstract Stage of the SOLO Taxonomy.<br />
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<a href="https://www.youtube.com/watch?v=3IMUAOhuO78&t=52s" target="_blank">The Learning Pit</a> A video exploring the concept of what a tourist is.</div>
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http://www.jamesnottingham.co.uk/learning-pit/</div>
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<br />Patricia Whitmorehttp://www.blogger.com/profile/06367142118004549775noreply@blogger.com0tag:blogger.com,1999:blog-6611673350289926262.post-30469482159017139762017-07-30T02:37:00.001-07:002017-07-30T02:43:56.011-07:00Growth MindsetIn 2016 I introduced Growth Mindset to my Year 2 class by talking about mistakes and asking children for their opinion about the roles of mistakes in their learning. I was lucky that a number of children already displayed a Growth Mindset by expressing the mistakes were okay, but no one was able to expand on what to do after we made a mistake. A few children were silent during the discussion - a couple of them happened to be ESOL children and one of them placed great importance on getting answers to questions right.<br />
We had lessons on Growth Mindset every two weeks on a Friday morning. We had a session where children wrote their before views about What do we Use Our Brain for? on Post-It notes and displayed in the classroom. After that we watched a video <a href="https://www.youtube.com/watch?v=Z48xmSxo8Co" target="_blank">Video: How the Brain Works</a> and we revisited our before views on the brain and added new information to the display.<br />
In the following lesson I read the book 'Giraffes Can't Dance' to the children and explained to them about how we make use of self talk all day every day especially during important events. Using 'Think, Pair, Share' children talked about their thoughts during the race 'Run, Swim, Run'. Show children a set of sentences expressing Fixed and Growth Mindset thought and ask them to classify them accordingly.<br />
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I showed children the different Class Dojo videos on Growth Mindset where perseverance is mentioned <a href="https://www.youtube.com/watch?v=2zrtHt3bBmQ&t=80s" target="_blank">Dojo Class Video</a> and other videos about experiencing failure / making mistakes and learning from them <a href="https://www.youtube.com/watch?v=zLYECIjmnQs&t=1s" target="_blank">Famous Failures</a> which lead to the following activity.<br />
I set up three tables where children had to write in Post-It notes activities they did. In Table 1 they had to mention an activity they did yearly and we displayed them hanging from a cotton thread. In Table 2, they had to mention an activity they did only on summer and we displayed them hanging from a piece of yarn. In Table 3 they had to mention an activity they did daily or weekly and we displayed them hanging from a piece of cord. We discussed the frequency of activities and the strength of the skills related to the activities and then I asked them why I chose different thickness of thread to display their activities and a couple of children hit the nail on the head by comparing the different threads to the different kind of connections in the brain and their relationship with the frequency we practice something.<br />
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To prepare for these lessons I read the following books:<br />
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Patricia Whitmorehttp://www.blogger.com/profile/06367142118004549775noreply@blogger.com1tag:blogger.com,1999:blog-6611673350289926262.post-31992766886117048342017-07-07T22:06:00.002-07:002017-07-07T22:06:53.584-07:00Appraisal 2017<iframe src="https://app.emaze.com/@AZLWWOCZ/appraisal---2016" width="960px" height="540px" seamless webkitallowfullscreen mozallowfullscreen allowfullscreen></iframe><a href="https://www.emaze.com" target="_blank"><img src="//resources.emaze.com/mypres/css/images/embed.png" alt="Powered by emaze" style="margin: 5px; border: none;"></a>Patricia Whitmorehttp://www.blogger.com/profile/06367142118004549775noreply@blogger.com0tag:blogger.com,1999:blog-6611673350289926262.post-36138533214661534572015-10-20T19:25:00.001-07:002015-11-28T22:33:38.588-08:00Action Research- Connecting Globally and Reluctant Writers <div align="center" class="MsoNormal" style="text-align: center;">
<br /></div>
<div align="center" class="MsoNormal" style="text-align: center;">
<b><span style="font-size: 18.0pt; line-height: 107%;">ACTION RESEARCH USING
SPIRALS OF INQUIRY <o:p></o:p></span></b></div>
<div align="center" class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0cm; text-align: center;">
<br /></div>
<div align="center" class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0cm; text-align: center;">
<b><span style="font-size: 18.0pt; line-height: 107%;"> <u>What Impact have our Global Connections <o:p></o:p></u></span></b></div>
<div align="center" class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0cm; text-align: center;">
<b><u><span style="font-size: 18.0pt; line-height: 107%;">had on Room 11's Reluctant Writers?<o:p></o:p></span></u></b></div>
<div align="right" class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0cm; text-align: right;">
<i><span style="font-size: 14.0pt; line-height: 107%;">By Patricia Whitmore<o:p></o:p></span></i></div>
<div align="right" class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0cm; text-align: right;">
<i><span style="color: #0070c0; font-size: 12.0pt; line-height: 107%;">To be read with presentation</span></i></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt; text-align: left;">
<u style="text-indent: -18pt;"><span style="font-size: 12.0pt; line-height: 107%;">Scanning: Reluctant Writers in Room 11- Year 2</span></u></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0cm; margin-left: 0cm; margin-right: 0cm; margin-top: 12.0pt;">
<span style="font-size: 12.0pt; line-height: 107%;">Sam, Nicholas and Copper showed some of the traits described
by <a href="http://www.slideshare.net/catrionapene/engaging-reluctant-writers-using-e-learning-tools">Catriona Pene in her Slide Share (2013) on Reluctant Writers. </a><o:p></o:p></span></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0cm;">
<span style="font-size: 12.0pt; line-height: 107%;">Teacher observation and the target
children’s writing samples from February showed:<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpFirst" style="margin-bottom: .0001pt; margin-bottom: 0cm; mso-add-space: auto; mso-list: l0 level1 lfo3; text-indent: -18.0pt;">
<!--[if !supportLists]--><span style="font-size: 12.0pt; line-height: 107%; mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-fareast-font-family: Calibri; mso-hansi-font-family: Calibri;">-<span style="font-size: 7pt; font-stretch: normal; line-height: normal;"> - </span></span><!--[endif]--><span style="font-size: 12.0pt; line-height: 107%;">Little
enthusiasm towards writing.<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-bottom: .0001pt; margin-bottom: 0cm; mso-add-space: auto; mso-list: l0 level1 lfo3; text-indent: -18.0pt;">
<!--[if !supportLists]--><span style="font-size: 12.0pt; line-height: 107%; mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-fareast-font-family: Calibri; mso-hansi-font-family: Calibri;">-<span style="font-size: 7pt; font-stretch: normal; line-height: normal;"> - </span></span><!--[endif]--><span style="font-size: 12.0pt; line-height: 107%;">Difficulty
coming up with ideas on what to write about.<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-bottom: .0001pt; margin-bottom: 0cm; mso-add-space: auto; mso-list: l0 level1 lfo3; text-indent: -18.0pt;">
<!--[if !supportLists]--><span style="font-size: 12.0pt; line-height: 107%; mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-fareast-font-family: Calibri; mso-hansi-font-family: Calibri;">-<span style="font-size: 7pt; font-stretch: normal; line-height: normal;"> - </span></span><!--[endif]--><span style="font-size: 12.0pt; line-height: 107%;">No
real reason to write.<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-bottom: .0001pt; margin-bottom: 0cm; mso-add-space: auto; mso-list: l0 level1 lfo3; text-indent: -18.0pt;">
<!--[if !supportLists]--><span style="font-size: 12.0pt; line-height: 107%; mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-fareast-font-family: Calibri; mso-hansi-font-family: Calibri;">-<span style="font-size: 7pt; font-stretch: normal; line-height: normal;">
</span></span><!--[endif]--><span style="font-size: 12.0pt; line-height: 107%;">In
Cooper’s case lack of vocabulary.<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpLast" style="margin-bottom: .0001pt; margin-bottom: 0cm; mso-add-space: auto; mso-list: l0 level1 lfo3; text-indent: -18.0pt;">
<!--[if !supportLists]--><span style="font-size: 12.0pt; line-height: 107%; mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-fareast-font-family: Calibri; mso-hansi-font-family: Calibri;">-<span style="font-size: 7pt; font-stretch: normal; line-height: normal;">
</span></span><!--[endif]--><span style="font-size: 12.0pt; line-height: 107%;">In
Sam’s and Nicholas’ cases they used ‘sounding out’ strategy to write but the
sounds they produced did not match the letters they wrote. <o:p></o:p></span></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0cm;">
<br /></div>
<div class="MsoListParagraph" style="margin-bottom: .0001pt; margin-bottom: 0cm; mso-add-space: auto; mso-list: l1 level1 lfo4; text-indent: -18.0pt;">
<!--[if !supportLists]--><span style="font-size: 12.0pt; line-height: 107%; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">2.<span style="font-size: 7pt; font-stretch: normal; line-height: normal;"> </span></span><!--[endif]--><u><span style="font-size: 12.0pt; line-height: 107%;">Focusing: Motivation to write<o:p></o:p></span></u></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0cm;">
<span style="font-size: 12.0pt; line-height: 107%;">To deal with some of the obstacles
the Reluctant Writers were facing...<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0cm;">
<span style="font-size: 12.0pt; line-height: 107%;">Target children's parents were
contacted to find out what their children's interests were.<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0cm;">
<span style="font-size: 12.0pt; line-height: 107%;">- Only two parents replied.<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0cm;">
<span style="font-size: 12.0pt; line-height: 107%;">- Two parents suggested a topics that
I had not included in my lessons.<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0cm;">
<span style="font-size: 12.0pt; line-height: 107%;">- One parent went the extra mile and
added photos of her child enjoying his interests.<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0cm;">
<br /></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0cm;">
<span style="font-size: 12.0pt; line-height: 107%;">I had a chat with Natalie Morfett
about how she motivated her own students and she suggested to use real
experiences (formerly known and Language Experiences).<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0cm;">
<br /></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0cm;">
<span style="font-size: 12.0pt; line-height: 107%;">I observed these children during
writing sessions...<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0cm;">
<span style="font-size: 12.0pt; line-height: 107%;">- Nicholas dragged his feet to his
seat and then he used to rest on his forehead and dangle his arms on the sides.<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0cm;">
<span style="font-size: 12.0pt; line-height: 107%;">- Sam would seat quietly and 'fly
under the radar'.<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0cm;">
<span style="font-size: 12.0pt; line-height: 107%;">- Cooper would engage others in
lengthy conversations.<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0cm;">
<br /></div>
<div class="MsoListParagraph" style="margin-bottom: .0001pt; margin-bottom: 0cm; mso-add-space: auto; mso-list: l1 level1 lfo4; text-indent: -18.0pt;">
<!--[if !supportLists]--><span style="font-size: 12.0pt; line-height: 107%; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">3.<span style="font-size: 7pt; font-stretch: normal; line-height: normal;"> </span></span><!--[endif]--><u><span style="font-size: 12.0pt; line-height: 107%;">Developing a Hunch</span></u><span style="font-size: 12.0pt; line-height: 107%;"><o:p></o:p></span></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0cm;">
<span style="font-size: 12.0pt; line-height: 107%;">From my observation in class and
analysis of these children’s work I was able to conclude that three areas
needed attention:<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpFirst" style="margin-bottom: .0001pt; margin-bottom: 0cm; mso-add-space: auto; mso-list: l0 level1 lfo3; text-indent: -18.0pt;">
<!--[if !supportLists]--><span style="font-size: 12.0pt; line-height: 107%; mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-fareast-font-family: Calibri; mso-hansi-font-family: Calibri;">-<span style="font-size: 7pt; font-stretch: normal; line-height: normal;">
</span></span><!--[endif]--><span style="font-size: 12.0pt; line-height: 107%;">Lack
of children motivation to write.<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-bottom: .0001pt; margin-bottom: 0cm; mso-add-space: auto; mso-list: l0 level1 lfo3; text-indent: -18.0pt;">
<!--[if !supportLists]--><span style="font-size: 12.0pt; line-height: 107%; mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-fareast-font-family: Calibri; mso-hansi-font-family: Calibri;">-<span style="font-size: 7pt; font-stretch: normal; line-height: normal;">
</span></span><!--[endif]--><span style="font-size: 12.0pt; line-height: 107%;">Lack
of purpose for their writing.<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpLast" style="margin-bottom: .0001pt; margin-bottom: 0cm; mso-add-space: auto; mso-list: l0 level1 lfo3; text-indent: -18.0pt;">
<!--[if !supportLists]--><span style="font-size: 12.0pt; line-height: 107%; mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-fareast-font-family: Calibri; mso-hansi-font-family: Calibri;">-<span style="font-size: 7pt; font-stretch: normal; line-height: normal;">
</span></span><!--[endif]--><span style="font-size: 12.0pt; line-height: 107%;">Poor
reading skills – Sam had attended Remedial Reading sessions in Year 1 and
Nicholas and Cooper are currently attending them.<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0cm;">
<span style="font-size: 12.0pt; line-height: 107%;">I decided to focus only in Motivation
and Purpose because these children’s reading skills were being already attended
to via Remedial Reading sessions.<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0cm;">
<br /></div>
<div class="MsoListParagraph" style="margin-bottom: .0001pt; margin-bottom: 0cm; mso-add-space: auto; mso-list: l1 level1 lfo4; text-indent: -18.0pt;">
<!--[if !supportLists]--><span style="font-size: 12.0pt; line-height: 107%; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">4.<span style="font-size: 7pt; font-stretch: normal; line-height: normal;"> </span></span><!--[endif]--><u><span style="font-size: 12.0pt; line-height: 107%;">Learning: Design of New Learning<o:p></o:p></span></u></div>
<div class="MsoNormal">
<span style="font-size: 12.0pt; line-height: 107%;">Recently, in
New Zealand the view of knowledge has change from getting to creating and from
learning areas to vision, values and principles (R. Bolstad et al, 2012) to
cater for 21<sup>st</sup> Century students and Global Citizens. Meanwhile ICT
started enabling global connections and global collaboration through the use of
social media such as Facebook, Twitter, Skype, Blogs, Wikis and online
communities such as Classroom 2.0, and so on. Later on Google Apps have
simplified connectedness and collaboration completely.<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0cm;">
<u><span style="font-size: 12.0pt; line-height: 107%;">A 21<sup>st</sup> Century Student /
Educator<o:p></o:p></span></u></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0cm;">
<span style="font-size: 12.0pt; line-height: 107%;">A 21<sup>st</sup> Century learner is
one who uses social media and Web 2.0 tools to create and co-create knowledge
with the guidance of a connected educator. The roles of learners and educators are
being redefined by moving away from the terms ‘teacher drive’ or ‘child
centred’ (R. Bolstad et al, 2012). <o:p></o:p></span></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0cm;">
<i><span style="font-size: 12.0pt; line-height: 107%;">See video in presentation.<o:p></o:p></span></i></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0cm;">
<br /></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0cm;">
<u><span style="font-size: 12.0pt; line-height: 107%;">Connected Educator-</span></u><span style="font-size: 12.0pt; line-height: 107%;"> <o:p></o:p></span></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0cm;">
<span style="font-size: 12.0pt; line-height: 107%;">Definition by Tom De Boor and Darren
Cambridge.<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0cm;">
<i><span style="font-size: 12.0pt; line-height: 107%;">See presentation.<o:p></o:p></span></i></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0cm;">
<br /></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0cm;">
<u><span style="font-size: 12.0pt; line-height: 107%;">Connected Educator Month (CEM)<o:p></o:p></span></u></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0cm;">
<span style="font-size: 12.0pt; line-height: 107%;">It is an initiative created by the
Department of Education of the USA to provide teachers with a platform to
become and stay globally connected. It is an amazing range of events online
that lasts a whole month (October). Sometimes countries like New Zealand runs a
parallel program linked to CEM USA. It caters for beginners with a ‘how to
become connected’ guide, to live discussions via Google Hangouts that one can
join or see them later in You Tube or in the CEM webpage.<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0cm;">
<br /></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0cm;">
<u><span style="font-size: 12.0pt; line-height: 107%;">Why Connect Globally?</span></u><span style="font-size: 12.0pt; line-height: 107%;"> <o:p></o:p></span></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0cm;">
<span style="font-size: 12.0pt; line-height: 107%;">‘Greater “connectedness” between
schools and other organisations, groups and individuals in the wider community
is a key part of 21st century education’ ((R. Bolstad et al, 2012)’<u><o:p></o:p></u></span></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0cm;">
<i><span style="font-size: 12.0pt; line-height: 107%;">See video in presentation.<o:p></o:p></span></i></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0cm;">
<br /></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0cm;">
<u><span style="font-size: 12.0pt; line-height: 107%;">The Connected Teacher Network<o:p></o:p></span></u></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0cm; margin-left: 0cm; margin-right: 0cm; margin-top: 12.0pt;">
<u><span style="font-size: 12.0pt; line-height: 107%;">First Layer</span></u><span style="font-size: 12.0pt; line-height: 107%;">- It is called the Professional Learning Community (PLC). It
is a traditional school based structure formed by the school where the educator
works. It is all the personnel in the school, the children and the parents. The
educator’s professional development or learning usually happens in a Top Down
approach and in some schools the teachers choose to learn about issues related
to the needs of his / her class or needs of his / her own professional
learning. When professional learning, inquiry and reflection happens it gives
the teachers a sense of empowerment, creates a climate of inquiry and generates
change.<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0cm; margin-left: 0cm; margin-right: 0cm; margin-top: 12.0pt;">
<u><span style="font-size: 12.0pt; line-height: 107%;">Second Layer</span></u><span style="font-size: 12.0pt; line-height: 107%;">- It is called Communities of Practice. They are groups of
like-minded people who share an interest, a concern, a problem, passion, etc.
who interact in an on-going basis and in this case they are on-line, global and
diverse. Examples: Classroom 2.0, Virtual Learning Network (VLN NZ), Connected
Educators Month, Pinterest, LinkedIn and so on. These communities work under
the ideology that “None of us is as good as all of us”. Elienne Wegner (1998)
these communities have three distinctive criteria:<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpFirst" style="margin-bottom: .0001pt; margin-bottom: 0cm; margin-left: 36.0pt; margin-right: 0cm; margin-top: 12.0pt; mso-add-space: auto; mso-list: l3 level1 lfo1; text-indent: -18.0pt;">
<!--[if !supportLists]--><span style="font-size: 12.0pt; line-height: 107%; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">a.<span style="font-size: 7pt; font-stretch: normal; line-height: normal;"> </span></span><!--[endif]--><span style="font-size: 12.0pt; line-height: 107%;">A Shared domain of interest.<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-bottom: .0001pt; margin-bottom: 0cm; margin-left: 36.0pt; margin-right: 0cm; margin-top: 12.0pt; mso-add-space: auto; mso-list: l3 level1 lfo1; text-indent: -18.0pt;">
<!--[if !supportLists]--><span style="font-size: 12.0pt; line-height: 107%; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">b.<span style="font-size: 7pt; font-stretch: normal; line-height: normal;"> </span></span><!--[endif]--><span style="font-size: 12.0pt; line-height: 107%;">Collective competence among equals
who are skilful and talented.<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpLast" style="margin-bottom: .0001pt; margin-bottom: 0cm; margin-left: 36.0pt; margin-right: 0cm; margin-top: 12.0pt; mso-add-space: auto; mso-list: l3 level1 lfo1; text-indent: -18.0pt;">
<!--[if !supportLists]--><span style="font-size: 12.0pt; line-height: 107%; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">c.<span style="font-size: 7pt; font-stretch: normal; line-height: normal;"> </span></span><!--[endif]--><span style="font-size: 12.0pt; line-height: 107%;">A shared practice or common sense of
purpose. <o:p></o:p></span></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0cm; margin-left: 0cm; margin-right: 0cm; margin-top: 12.0pt;">
<span style="font-size: 12.0pt; line-height: 107%;">The purpose of these communities is to create relationships,
construct knowledge, create meaning in authentic ways and innovate.<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0cm; margin-left: 0cm; margin-right: 0cm; margin-top: 12.0pt;">
<u><span style="font-size: 12.0pt; line-height: 107%;">Third Layer</span></u><span style="font-size: 12.0pt; line-height: 107%;">- It is called Professional Learning Network (PLN) - <i>Video</i>. They are about individuals
gathering information and sharing resources that enhance their personal and
professional learning and growth. PLN’s are reciprocal learning systems where
educators share learning and resources. It involves regular communication and
it breaks down physical and geographical barriers through the use of digital
tools. PLN’s revitalise an educator’s practice and they are the PD of the 21<sup>st</sup>
century.<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0cm;">
<br /></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0cm;">
<u><span style="font-size: 12.0pt; line-height: 107%;">What other Schools are doing<o:p></o:p></span></u></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0cm;">
<b><span style="font-size: 12.0pt; line-height: 107%;">Point England School, Glen Innes, AUCKLAND<o:p></o:p></span></b></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0cm;">
<span style="font-size: 12.0pt; line-height: 107%;">- Globally and locally connected.<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0cm;">
<span style="font-size: 12.0pt; line-height: 107%;">- To have a real audience and their feedback/feed-forward.<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0cm;">
<span style="font-size: 12.0pt; line-height: 107%;">- To collaborate to learn.<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0cm;">
<span style="font-size: 12.0pt; line-height: 107%;">- Through Google sites, Google Apps,
Hapara Dashboard and blogs.<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0cm;">
<span style="font-size: 12.0pt; line-height: 107%;">- Changes: * Lift in engagement both
behaviourally and cognitively.<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0cm;">
<span style="font-size: 12.0pt; line-height: 107%;"> * Acceleration in writing-
more than expected: over 1 year.<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0cm; margin-left: 0cm; margin-right: -37.75pt; margin-top: 0cm;">
<span style="font-size: 12.0pt; line-height: 107%;"> *
Acceleration in reading - more than expected: 1.5 -2 year levels in one academic
year.<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0cm;">
<span style="font-size: 12.0pt; line-height: 107%;"> NOTE:
Low decile school where children go into school up to 2 years below
expectation.<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0cm;">
<br /></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0cm;">
<b><span style="font-size: 12.0pt; line-height: 107%;">Stonefields School, Mt Wellington, AUCKLAND<o:p></o:p></span></b></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0cm;">
<span style="font-size: 12.0pt; line-height: 107%;">- Globally and locally connected.<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0cm;">
<span style="font-size: 12.0pt; line-height: 107%;">- To create an opportunity for
learning that involves them in the real world.<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0cm;">
<span style="font-size: 12.0pt; line-height: 107%;">- To collaborate to learn.<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0cm;">
<span style="font-size: 12.0pt; line-height: 107%;">- Through Twitter account and blogs.<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0cm;">
<span style="font-size: 12.0pt; line-height: 107%;">- Changes: * More engaged and
motivated due to authentic context and purpose.<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0cm;">
<span style="font-size: 12.0pt; line-height: 107%;">
* Enjoyment for
learning in the 21st Century way.<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0cm;">
<br /></div>
<div class="MsoListParagraph" style="margin-bottom: .0001pt; margin-bottom: 0cm; mso-add-space: auto; mso-list: l1 level1 lfo4; text-indent: -18.0pt;">
<!--[if !supportLists]--><span style="font-size: 12.0pt; line-height: 107%; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">5.<span style="font-size: 7pt; font-stretch: normal; line-height: normal;"> </span></span><!--[endif]--><u><span style="font-size: 12.0pt; line-height: 107%;">Taking Action: We Got Connected!<o:p></o:p></span></u></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0cm;">
<b><span style="font-size: 12.0pt; line-height: 107%;">What do I want for my Reluctant Writers?<o:p></o:p></span></b></div>
<div class="MsoListParagraphCxSpFirst" style="margin-bottom: .0001pt; margin-bottom: 0cm; mso-add-space: auto; mso-list: l0 level1 lfo3; text-indent: -18.0pt;">
<!--[if !supportLists]--><span style="font-size: 12.0pt; line-height: 107%; mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-fareast-font-family: Calibri; mso-hansi-font-family: Calibri;">-<span style="font-size: 7pt; font-stretch: normal; line-height: normal;">
</span></span><!--[endif]--><span style="font-size: 12.0pt; line-height: 107%;">A
purpose.<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-bottom: .0001pt; margin-bottom: 0cm; mso-add-space: auto; mso-list: l0 level1 lfo3; text-indent: -18.0pt;">
<!--[if !supportLists]--><span style="font-size: 12.0pt; line-height: 107%; mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-fareast-font-family: Calibri; mso-hansi-font-family: Calibri;">-<span style="font-size: 7pt; font-stretch: normal; line-height: normal;">
</span></span><!--[endif]--><span style="font-size: 12.0pt; line-height: 107%;">A
real audience.<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-bottom: .0001pt; margin-bottom: 0cm; mso-add-space: auto; mso-list: l0 level1 lfo3; text-indent: -18.0pt;">
<!--[if !supportLists]--><span style="font-size: 12.0pt; line-height: 107%; mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-fareast-font-family: Calibri; mso-hansi-font-family: Calibri;">-<span style="font-size: 7pt; font-stretch: normal; line-height: normal;">
</span></span><!--[endif]--><span style="font-size: 12.0pt; line-height: 107%;">To
experience success.<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-bottom: .0001pt; margin-bottom: 0cm; mso-add-space: auto; mso-list: l0 level1 lfo3; text-indent: -18.0pt;">
<!--[if !supportLists]--><span style="font-size: 12.0pt; line-height: 107%; mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-fareast-font-family: Calibri; mso-hansi-font-family: Calibri;">-<span style="font-size: 7pt; font-stretch: normal; line-height: normal;">
</span></span><!--[endif]--><span style="font-size: 12.0pt; line-height: 107%;">To
be able to see and share their progress. <o:p></o:p></span></div>
<div class="MsoListParagraphCxSpLast" style="margin-bottom: .0001pt; margin-bottom: 0cm; mso-add-space: auto; mso-list: l0 level1 lfo3; text-indent: -18.0pt;">
<!--[if !supportLists]--><span style="font-size: 12.0pt; line-height: 107%; mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-fareast-font-family: Calibri; mso-hansi-font-family: Calibri;">-<span style="font-size: 7pt; font-stretch: normal; line-height: normal;">
</span></span><!--[endif]--><span style="font-size: 12.0pt; line-height: 107%;">View
themselves as writer, authors and publishers.<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0cm;">
<span style="font-size: 12.0pt; line-height: 107%;">Catriona Pene (2013)<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0cm;">
<br /></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0cm;">
<b><span style="font-size: 12.0pt; line-height: 107%;">Taking Action:<o:p></o:p></span></b></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0cm;">
<span style="font-size: 12.0pt; line-height: 107%;">
I reached out to my (small) PLN via Twitter and Google+ and I
established a pen-pal experience between children in Room 11 and high school
children in Greece and another group in France. ‘The 21st century learning
literature argues that today’s students need to engage in knowledge-generating
activities in authentic contexts’ (R. Bolstad et al, 2012).<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0cm;">
<span style="font-size: 12.0pt; line-height: 107%;">
All the exchanges with our pen-pals and members of our immediate
community were recorded in our class blog. We exchanged letters via Google Docs
and Google Slides and we also exchanged videos. We did not Skype with our
pen-pals due to International time differences, but instead we Skyped with
members of our immediate community.<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0cm;">
<span style="font-size: 12.0pt; line-height: 107%;">
After writing our first letters, children were to proof read their
letters and add information they thought their pen-pals wanted to know. Sam,
Nicholas and Cooper added a number of sentences to their existing letter,
something they had not done before! As shown in their writing samples from
March.<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0cm;">
<span style="font-size: 12.0pt; line-height: 107%;">
Writing samples from the middle of August show that these reluctant
writers are writing longer stories. The stories show a structure in the shape
of complete sentences, well sequenced ideas, chapters and interesting verbs and
adjectives. Nicholas, Sam and Cooper do not show a negative attitude towards
writing anymore and they are able to choose a topic for writing with ease.<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0cm;">
<span style="font-size: 12.0pt; line-height: 107%;">Nicholas created a series of books
about Gruffalo for Book Week and at the end of August he created a video about
Ninjago ninjas. He wrote the script, read it and his mum filmed it. <o:p></o:p></span></div>
<div align="center" class="MsoNormal" style="text-align: center;">
<br /></div>
<div class="MsoListParagraph" style="margin-bottom: .0001pt; margin-bottom: 0cm; mso-add-space: auto; mso-list: l1 level1 lfo4; text-indent: -18.0pt;">
<!--[if !supportLists]--><span style="font-size: 12.0pt; line-height: 107%; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">6.<span style="font-size: 7pt; font-stretch: normal; line-height: normal;"> </span></span><!--[endif]--><u><span style="font-size: 12.0pt; line-height: 107%;">Checking: Have I made a difference?<o:p></o:p></span></u></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0cm;">
<span style="font-size: 12.0pt; line-height: 107%;">
Their early February writing samples showed these children were writing
one to two simple sentences in one writing session (60 minutes).<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0cm;">
<span style="font-size: 12.0pt; line-height: 107%;">
Their late March samples showed that they were writing longer compositions,
using a wider vocabulary with ease (because their compositions were letters
about themselves), writing more sophisticated sentences and editing for
meaning.<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0cm;">
<span style="font-size: 12.0pt; line-height: 107%;">
Their mid-August writing samples show evidence of use of interesting
adjectives and nouns, strong verbs and even use of chapters.<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0cm;">
<span style="font-size: 12.0pt; line-height: 107%;">The three boys are not reluctant to
write anymore, Nicholas is the only one who has developed a real love for
writing. He is eager to conference with me, he creates books for family members
and peers and he has created a video based on a script he wrote. During drama
sessions he took the role of script writing for his group. <o:p></o:p></span></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0cm;">
<br /></div>
<div class="MsoListParagraph" style="margin-bottom: .0001pt; margin-bottom: 0cm; mso-add-space: auto; mso-list: l1 level1 lfo4; text-indent: -18.0pt;">
<!--[if !supportLists]--><span style="font-size: 12.0pt; line-height: 107%; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">7.<span style="font-size: 7pt; font-stretch: normal; line-height: normal;"> </span></span><!--[endif]--><u><span style="font-size: 12.0pt; line-height: 107%;">Recommendations<o:p></o:p></span></u></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0cm; margin-left: 18.0pt; margin-right: 0cm; margin-top: 0cm;">
<span style="font-size: 12.0pt; line-height: 107%;">What I Learned from the Experience<i>… <o:p></o:p></i></span></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0cm;">
<i><span style="font-size: 12.0pt; line-height: 107%;">Please see presentation<o:p></o:p></span></i></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0cm;">
<br /></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0cm;">
<u><span style="font-size: 12.0pt; line-height: 107%;">Bibliography<o:p></o:p></span></u></div>
<div class="MsoListParagraphCxSpFirst" style="margin-bottom: .0001pt; margin-bottom: 0cm; mso-add-space: auto; mso-list: l2 level1 lfo2; text-indent: -18.0pt;">
<!--[if !supportLists]--><span style="font-size: 12.0pt; line-height: 107%; mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-fareast-font-family: Calibri; mso-hansi-font-family: Calibri;">-<span style="font-size: 7pt; font-stretch: normal; line-height: normal;">
</span></span><!--[endif]--><i><span style="font-size: 12.0pt; line-height: 107%;">The Connected Educator- Learning and
Leading in a Digital Age. </span></i><span style="font-size: 12.0pt; line-height: 107%;">Sheryl Nussbaum-Beach and Lani Ritter Hall. Solution Tree Press USA,
2012.<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-bottom: .0001pt; margin-bottom: 0cm; mso-add-space: auto; mso-list: l2 level1 lfo2; text-indent: -18.0pt;">
<!--[if !supportLists]--><span style="font-size: 12.0pt; line-height: 107%; mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-fareast-font-family: Calibri; mso-hansi-font-family: Calibri;">-<span style="font-size: 7pt; font-stretch: normal; line-height: normal;">
</span></span><!--[endif]--><i><span style="font-size: 12.0pt; line-height: 107%;">Engaging Reluctant Writers Using
e-Learning Tools. </span></i><span style="font-size: 12.0pt; line-height: 107%;">Catriona
Pene. CORE Education Slide Share- Online Presentation. New Zealand, 2013. <o:p></o:p></span></div>
<br />
<div class="MsoListParagraphCxSpLast" style="margin-bottom: 0.0001pt; text-indent: -18pt;">
<!--[if !supportLists]--><span style="font-size: 12.0pt; mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-fareast-font-family: Calibri; mso-hansi-font-family: Calibri;">-<span style="font-size: 7pt; font-stretch: normal;">
</span></span><!--[endif]--><i><span style="font-size: 12.0pt; mso-bidi-font-family: Arial; mso-bidi-font-weight: bold;">Supporting
future-oriented learning & teaching — a New Zealand perspective Report to
the Ministry of Education</span></i><span style="font-size: 12.0pt; mso-bidi-font-family: Arial; mso-bidi-font-weight: bold;">. R. Bolstad & J. Gilbert with S.
McDowall, A. Bull, S. Boyd & R. Hipkins </span><span style="font-size: 12.0pt; mso-bidi-font-family: Arial;">New Zealand Council for Educational Research. New
Zealand, 2012.</span><span style="font-size: 12.0pt;"><o:p></o:p></span><br />
<span style="font-size: 12.0pt; mso-bidi-font-family: Arial;"><br /></span>
<span style="font-size: 12.0pt; mso-bidi-font-family: Arial;"><br /></span>
<span style="font-size: 12.0pt; mso-bidi-font-family: Arial;"><br /></span>
<span style="font-size: 12.0pt; mso-bidi-font-family: Arial;"><br /></span>
<span style="font-size: 12.0pt; mso-bidi-font-family: Arial;"><br /></span>
<span style="font-size: 12.0pt; mso-bidi-font-family: Arial;"><br /></span></div>
<iframe allowfullscreen="" frameborder="0" height="400" id="iframe_container" mozallowfullscreen="" src="https://prezi.com/embed/wehgsud07fwa/?bgcolor=ffffff&lock_to_path=0&autoplay=0&autohide_ctrls=0&landing_data=bHVZZmNaNDBIWkRDVE93YVVDTVN5dWF2eDNlZVpKazRWc05DQkp2U1B4d1l0dVA3dkU5QURlem5XNUJ6WGZMc3h6NDc3dGM9&landing_sign=3TSy2CSPJ40P9bwuGVbLzVF6BnBJ7uuCVwMPs2QVQ2w" webkitallowfullscreen="" width="550"></iframe>
Mannequin Challenge 2019http://www.blogger.com/profile/18138466431927296127noreply@blogger.com0tag:blogger.com,1999:blog-6611673350289926262.post-2439312967087597882015-05-22T00:42:00.003-07:002015-05-22T00:43:24.823-07:00Modern Learning Environments<br />
<a href="http://mlejourney.weebly.com/2015.html">http://mlejourney.weebly.com/2015.html</a><br />
<br />Mannequin Challenge 2019http://www.blogger.com/profile/18138466431927296127noreply@blogger.com0tag:blogger.com,1999:blog-6611673350289926262.post-69121959645963731282015-05-15T22:52:00.001-07:002015-05-18T02:36:21.794-07:00Modern Learning Environments / Innovative Learning Space<span style="background-color: white; color: #3d85c6;">- From CORE Education</span><br />
<h2>
<span style="background-color: white; color: #3d85c6;">Overview </span></h2>
<span style="background-color: white; color: #3d85c6;">What we know about learning has increased dramatically over the last 20 years. MRI scanning that
allows us to see inside the brain as learning occurs, and landmark studies such as John Hattie’s
Visible Learning (Hattie, 2008) mean that we now have a much better idea of how learning occurs.
As a result of these developments and others, we know that quality learning is a combination of the
following elements:</span><br />
<br />
<span style="background-color: white; color: #3d85c6;">● Personalised learning: no two individuals learn in the same way, nor do they bring the same
prior knowledge to a learning experience. The way we learn is as unique as our fingerprint. </span><br />
<span style="background-color: white; color: #3d85c6;"><br /></span>
<span style="background-color: white; color: #3d85c6;">● Socially constructed learning (Johnson, 1981): the collaboration, peer-tutoring and
reciprocal teaching that occurs when students work together results in a deeper
understanding of the material being covered. </span><br />
<span style="background-color: white; color: #3d85c6;"><br /></span>
<span style="background-color: white; color: #3d85c6;">● Differentiated learning (Bloom, 1974): the prior knowledge we all bring to a task means
individuals require different levels of challenge, pace, content and context. </span><br />
<span style="background-color: white; color: #3d85c6;"><br /></span>
<span style="background-color: white; color: #3d85c6;">● Learning that is initiated by students themselves (Ramey & Ramey, 2004): typically when a
student initiates a learning experience or exploration, they learn more. </span><br />
<span style="background-color: white; color: #3d85c6;"><br /></span>
<span style="background-color: white; color: #3d85c6;">● Learning that is connected to the physical world and authentic contexts: children learn
through interaction with others and the physical world (Malone & Tranter, 2003). Learning
about pond ecosystems is more powerful if students visit a pond in addition to learning
about them in a classroom or textbook. </span><br />
<span style="background-color: white; color: #3d85c6;"><br /></span>
<span style="background-color: white; color: #3d85c6;">Most of New Zealand’s school buildings were built in a time when direct instruction was considered
the only pedagogy that resulted in effective learning. “Factory-style’ learning (where all students
learn the same things, at the same time, in lock-step fashion) has largely disappeared from our
classes. However the actual classrooms largely remain as they were originally designed, and still
retain the suggestion of factory-style learning. </span><br />
<span style="background-color: white; color: #3d85c6;"><br /></span>
<span style="background-color: white; color: #3d85c6;">Features of modern learning environments
Modern learning environments that align better with what we know about the brain and student
learning can facilitate traditional pedagogies such as direct instruction if needed, but they typically
offer students and teachers much more: </span><br />
<span style="background-color: white; color: #3d85c6;"><br /></span>
<span style="background-color: white; color: #3d85c6;">● Flexibility: the ability to combine two classes into one for team-teaching, split a class into
small groups and spread them over a wider area or combine different classes studying
complementary learning areas.</span><br />
<br />
<span style="background-color: white; color: #3d85c6;">● Openness: modern learning environments traditionally have fewer walls, more glass and
often use the idea of a learning common (or hub) which is a central teaching and learning space that can be shared by several classes. They provide opportunities to observe and
learn from the teaching of others and be observed in return. They also provide access to
what students in other learning areas and level are learning, so that teaching and learning
can be complemented and enhanced. </span><br />
<span style="background-color: white; color: #3d85c6;"><br /></span>
<span style="color: #3d85c6;"><span style="background-color: white;">● Access to resources (including technology): typically a learning common is surrounded by
breakout spaces allowing a range of different activities, such as reading, group work,
project space, wet areas, reflection, and presenting. There is often a mixture of wireless
and wired technology offering access as and when students need it, within the flow of their
</span>learning.</span><br />
<br />
<br />
<span style="color: #0b5394;"></span><iframe allowfullscreen="" frameborder="0" height="281" mozallowfullscreen="" src="https://player.vimeo.com/video/124269736" webkitallowfullscreen="" width="500"></iframe><br />
<span style="color: #3d85c6;">Kurt Soares and Kirsty Soames, from South New Brighton School, describe how they started team teaching and constructed a collaborative space from a traditional classroom with their students. Kurt comments, "It’s been an easy process and it’s certainly improved learning in my class."</span><br />
<br />
<br />
<span style="color: #0b5394;"></span><iframe allowfullscreen="" frameborder="0" height="285" mozallowfullscreen="" src="https://player.vimeo.com/video/49283166?color=cc3a35&title=0&byline=0&portrait=0" webkitallowfullscreen="" width="500"></iframe><br />
<a href="https://vimeo.com/49283166">Anne Kenneally: Student designed learning spaces</a> from <a href="https://vimeo.com/edtalksnz">EDtalks</a> on <a href="https://vimeo.com/">Vimeo</a>.<br />
<span style="color: #3d85c6;">Anne Kenneally (@annekenn) has been on a year long learning journey visiting classrooms around New Zealand. Anne has decided to create a radically different learning space for her learners from the one they are used to. We talk to Anne at the beginning of 2012 as she awaits the arrival of her students to start her trial of 'doing learning differently'.</span><br />
<br />
<br />
<iframe allowfullscreen="" frameborder="0" height="315" src="https://www.youtube.com/embed/Ml17ynz8FG4" width="560"></iframe><br />
<span style="color: #3d85c6;">Part 3 three of series revealing the transformation of a crowded classroom to a space that facilitates new and deeper ways of teaching and learning enabled by the physical changes.</span><br />
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<span style="color: #0b5394;"><iframe allowfullscreen="" frameborder="0" height="281" mozallowfullscreen="" src="https://player.vimeo.com/video/52111969?color=cc3a35&title=0&byline=0&portrait=0" webkitallowfullscreen="" width="500"></iframe></span><br />
<span style="color: #0b5394;"><a href="https://vimeo.com/52111969">Anne Kenneally: Creating learning spaces</a> from <a href="https://vimeo.com/edtalksnz">EDtalks</a> on <a href="https://vimeo.com/">Vimeo</a>.</span><br />
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Anne Kenneally started the year looking at desks in rows and thought there just has got to be a better way. She has spent this year experimenting with student designed learning spaces, allowing the students to take the lead in deciding what spaces they need for different activities. In this EDtalk Anne explores the changes in her students and their learning environment.</span><br />
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<iframe allowfullscreen="" frameborder="0" height="355" marginheight="0" marginwidth="0" scrolling="no" src="//www.slideshare.net/slideshow/embed_code/key/J9plky8Hk1yfRU" style="border-width: 1px; border: 1px solid #CCC; margin-bottom: 5px; max-width: 100%;" width="425"> </iframe> <br />
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<strong> <a href="https://www.slideshare.net/Rossini/effective-pedagogy-and-personalised-learning" target="_blank" title="Effective Pedagogy and Personalised Learning">Effective Pedagogy and Personalised Learning</a> </strong> from <strong><a href="https://www.slideshare.net/Rossini" target="_blank">Lyn Ross</a></strong></div>
<span style="color: #0b5394;"><br /></span><span style="color: #0b5394;">http://mle.education.govt.nz/</span><br />
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<span style="color: #0b5394;">What I have learnt:</span><br />
<span style="color: #0b5394;">- Link the pedagogy to the modern building.</span><br />
<span style="color: #0b5394;">- MLE cater for the environmental needs of the students to improve their learning: air flow, access to natural light, ergonomic furniture, flexible furniture, quiet spaces, open spaces that allow collaboration.</span><br />
<span style="color: #0b5394;">- MLE give the children more autonomy.</span><br />
<span style="color: #0b5394;"><br /></span>Mannequin Challenge 2019http://www.blogger.com/profile/18138466431927296127noreply@blogger.com0tag:blogger.com,1999:blog-6611673350289926262.post-72998364265714905742014-11-25T22:22:00.000-08:002015-08-13T00:48:30.225-07:00Action Learning- This is what I learned<u><strong>Action Learning has 6 stages:</strong></u><br />
1. <strong>Deciding</strong>- What do I need to find<span style="color: black;"> out?</span><br />
<span style="color: blue;"><span style="color: #3366ff;"><em>WITH FACILITATOR: There has to be </em><em>a </em></span></span><span style="color: #3366ff;"><em>situation, a question defined by the learner with the guidance of the teacher in a role of facilitator.</em></span><br />
<span style="color: #3366ff;"><em>There has to be dialog and narrow down specifically on what the learner has needs to find out. </em></span><br />
<em></em><span style="color: #3366ff;"><em>Brainstorm what we already know then brainstorm questions, narrow them down to ‘wh’ questions.</em></span><br />
<span style="color: red;"><em>Have the stages explained to the learner?</em></span><br />
2.<strong> Finding</strong>- Where do I find it?<br />
<span style="color: #3366ff;"><em>WITH FACILITATOR: Decide where to go to get the info: printed, internet, other people, experts…</em></span><br />
3.<strong> Using</strong>- Is this info what I need? Do I know how to extract the info?<br />
<span style="color: #3366ff;"><em>WITH FACILITATOR: Do my findings provide answers to my questions. Am I extracting the information I need?</em></span><br />
<span style="color: red;">If question is not there or not clear the journey may become worthless, confusing even.</span><br />
4. <strong>Recording – </strong>How am I going to record it?<br />
<span style="color: #3366ff;"><em>WITH FACILITATOR: Go back to initial questions to know what to record. Take notes. Record only what you need to know.</em></span><br />
<em><span style="color: red;">Was there a decision on how to record findings?</span></em><br />
5. <strong>Presenting – </strong>How am I going to put this information together and present it?<br />
<span style="color: #3366ff;"><em>WITH FACILITATOR: What am I presenting? Who is my audience? Am I answering the initial questions? How am I presenting my findings?</em></span><br />
<em><span style="color: red;">Is the learner aware that findings have to be presented?</span></em><br />
6. <strong>Evaluating- </strong>How did it go? Am I happy with the results? Do I need better skills to make it easier next time?<br />
- <span style="color: #3366ff;"><em>Have I covered what am I supposed to be covering? Do I have the info I need to answer the initial questions?</em></span><br />
<em><span style="color: red;">Was there an initial question or set of questions to answer at all!?</span></em>Mannequin Challenge 2019http://www.blogger.com/profile/18138466431927296127noreply@blogger.com0