Week 29 - Legal and Ethical Contexts in my Digital Practice

Week 29 -  Legal and Ethical Contexts in my Digital Practice

Social Networking Sites... You either "love "it or dear I say "hate" it!  

Image 1: Social Media Today

"The concepts behind “social networking” aren’t anything new – ever since there have been humans, we have been looking for ways to connect, network, and promote with one another – but they’ve taken on an entirely new meaning (and momentum) in the digital age. Where we used to have handshakes, word-of-mouth referrals, and stamped letters, today’s relationships are often begun and developed on LinkedIn, Google +, and Facebook" (SocialMediaToday)

In 2015, SocialMediaToday published the worlds most important apps used worldwide...I have list the first top 10


1. Twitter                                                 11. Pinterest
2. Facebook                                            12. Twoo
3. LinkedIn                                              13.MyMFB
4. Xing                                                     14.YouTube
5.Renren                                                  15. Instagram    
6. Google+                                               16 Vine
                                                                  17 WhatsApp
7. Disqus                                                  18 vk.com
8. LinkedIn Pulse                                    19 Meetup
9.Snapchat                                               20. Secret
10. Tumblr                                                21. Medium          
                                                                    
I personally have only used Twitter, Facebook, Linkedin (but only registered...as I found it wants too many personal details), Pinterest, and You tube.  Personal details...now thats another thought to ponder on!

I myself have only just created my own account for Facebook and that was only to be part of the Primary Teacher Group.  Fabulous sharing!  I wont accept parents as friends but do have 'certain' family members and 'close' friends.  When I initially joined Facebook I gave me a limit of 10 friends excluding groups that were of interest for example, Google plus, Google Classroom, Dojo and of course, 'The Mindlab Community."  Ive past my quota as I didn't realise I had more friends than I initially thought.

An actual situation I have knowledge of pertains to our school facebook.  A parent in my class offered transport to take her son to a sport event, supported her son during the day along with his peers.  She enjoyed the day out and we appreciated her support. Great!

Before the students and parents left to return back to school, the teacher let the students know that they can bring the uniforms back tomorrow and for them 'not' to wash them as they get washed by our 'wonderful' caretaker who takes them to the laundry mat.  

Fabulous! everything sorted...Well partly everything!  The next day I asked 'student' where his uniform was and he said, 'his mum cant wash it today and she will do it as soon as she can."  As you would have done too...I let him know he can bring it back 'unwashed' as we do it at school.  So 'student' goes home that afternoon, asks for his uniform so he can return it but, wait for it..'student' forgets to tell 'mum' that she doesn't have to wash it!

There goes the communication breakdown 'in action'.  Well poor 'mum' (who I may add, was about 3 months pregnant) through frustration decided to post a 'disgruntled' message on our school facebook.  

At first I was disappointed as I believed that we had good communication, and I do give my cellphone to parents to use whenever they need to make contact with me regarding school matters.

I found out about the issue through the principal as she is the admin for the school facebook account.  

How was it resolved...I resolved this issue by seeing 'mum' face to face, 'kanohi ki te kanohi' as I said above I had formed a good relationship with her as a parent of a student in my class.  I visited her at home after school and explained the situation that 'the uniform' could have been brought back 'unwashed' and so forth.  Mum apologised and realised her son did not tell her about returning uniform 'unwashed' and said she didnt mention any names. However, we come from a small community where everyone practically knows each other or are 'related' and her facebook has a picture of her and her son on...so you can put two and two together.

Actually, I dont recall her deleting the post!  Oh well, All well, ends well!

About the Code of Ethics

THE CODE OF ETHICS FOR CERTIFICATED TEACHERS EXISTS TO:

• promote the ethics of the profession
• inspire the quality of behaviour that reflects the honour and dignity of the profession
• encourage and emphasise those positive attributes of professional conduct that
• characterise strong and effective teaching
• enable members of the profession to appraise and reflect on their ethical decisions.

References:

Educational Council.  (n.d.).  About the code of ethics for certified teachers.  Retrieved from https://educationcouncil.org.nz/content/about-code-of-ethics

Socia Media Today. The Worlds 21st most important Social Media Sites in 2015.  Retrieved from

http://www.socialmediatoday.com/social-networks/2015-04-13/worlds-21-most-important-social-media-sites-and-apps-2015

Week 28-Indigenous knowledge and cultural responsiveness in my Practice

Week 28 : Indigenous knowledge and cultural responsiveness in my practice

Image 1: Russell Bishop

Economically,Socially, Politically, its vital as a society we understand the need to address these educational disparities..." f(Bishop, 2012) for Maori Achievement.

I can recall attending a lecture at the University of Waikato where Russell Bishop lectured about Te Kohitanga.  I was intrigued by what he was speaking about in regards to Maori achievement disparity with non-Maori and how we as teachers teach can make a difference. Te Kohitanga was aimed at secondary students and a question was raised if this would be taken into the Primary Sector. At that point of time they were not looking at implementing a programme similar to Te Kohitanga.  On reflection, I think it maybe because as a Primary Teacher we can establish student teacher relationships due to the fact you as the teacher have your students in the same class for the year.

Bishops lecture for me helped me understand what it would be like for a non-Maori to teach Maori students or other pacific ethnicities.  It also highlighted for me what I consider natural for me is how important it is to build good relationships with 'any' learner regardless of race or religion.  

Being of Maori descent and 'living' through the impact of positive and negative 'colonisation' for my education years I think has made me appreciate knowing who and where I come from and how can I use my prior knowledge and experiences to educate our future generations to come.

Vision, mission and core values

I have mentioned that my communty of practice has gone through various changes since 2012...close down of schools, merging schools, closing and reopening new schools that has impacted both on school and wider community.

Our vision, mission and core values is still a 'work in progress' for the last two years as all major stake holders need to be on 'the same page' in order for 'positive' change to take place and everyone is well informed how 'our' community of practice can move toward achieving success for our students

Planning and Assessment

Image 2-Maori Proverb

My school has had quite alot of Professional Development which I have no 'qualms' about!  I love any form of PD that would benefit both myself and my students.  We have had Teacher only days, attended a variety of courses and had key speakers into school such as (name dropping now) Michael Absolum and Ruth Tate.  

Sometimes I feel overwhelmed with so much PD that I have asked myself and fellow colleagues, "Where do we start?"  

Perhaps that can be answered from the powers up above...I mean Leadership!  Perhaps knowing what we NEED and TIME to assess when and how good PD can be integrated into the classroom.  Its all about being prepared, planning collaborative on ONE topic until everyone is on the same page.  So where am I going with in regard to planning and assessment.  Think about how you would lead as a leader...I tend to work toward being a 'Transformational Leadership' role that may resolve concerns.

References

Bishop, R. (2012).  A culturally responsive pedagogy of relations [video file].  Edtalks. Retrieved from https://vimeo.com/49992994

Image1 retrieved from https://treatygate.files.wordpress.com/2014/08/teacher-training-russell-bishop-maori-students-learn-differently.png

Image 2 retrieved from 

Maori Proverbs. retrieved from http://www.slideshare.net/planeta/maoriproverbs

Week 27 - Contemporary Issues or Trends in New Zealand or Internationally

Image 1

There are so many important contemporary issues or trends internationally that are of importance to discuss but at this 'moment of time' I believe that discussing what is the contemporary issues or trends in New Zealand is applicable to my learning community of professional context.

The following sections discuss the three issues ERO believes are the most pressing for our education system, as identified in its national evaluation reports. These issues, if addressed by schools, could potentially make a significant difference for priority learners. (ERO, 2012).  

They are:

• Student-centred learning
• Responsive and rich curriculum 
• Assessment used for students' learning

For this discussion I will focus on Student-Centred Learners and Students as Partners in Learning (Collaborative Learning)

Student Centred Learners

What is student-centred learning?

"Student-centred learning, also known as learner-centred education, broadly encompasses methods of teaching that shift the focus of instruction from the teacher to the student."

One could be overwhelmed at times to think about ways to engage and innovate the learner to succeed in their learning journey.

How can student-centred learning be implemented?

I believe it can be achievable by looking at the role of the leaders and teachers...ERO (2012) states that

"These schools are characterised by a sense of optimism amongst teachers that they can improve students’ learning. Leaders and teachers have the resolve to do this, and the disposition to creatively address the issues of students’ achievement and engagement that present themselves in their schools.  They approach the task of achieving goals for students through well coordinated systems, processes and plans. Students, teachers, leaders, trustees, parents, whānau and their communities are involved in supporting the initiatives that are taking place."

Therefore, in order to establish a self-centred learning for the learner it needs to start at the 'top' and then filtered down to the classroom along with working collaboratively as a team and consistency across the school community.

This maybe off track, but, I can recall a friend of mine who had taught for over 30 years plus 'liking' student-centre learning to what she used to do that may have been called "Independent activities" (I cant recall the correct term at the moment but close to it! ) ...so my question is, are we reinventing the wheel in regard to implementing self-centred learning?

Image 2

Students as Partners in Learning- (Collaborative Learning)

What is Collaborative Learning?

"Collaborative learning is an educational approach to teaching and learning that involves groups of students working together to solve a problem, complete a task, or create a product. According to Gerlach, "Collaborative learning is based on the idea that learning is a naturally social act in which the participants talk among themselves (Gerlach, 1994). It is through the talk that learning occurs." (Smith & MacGregor, 1992)

The term 'collaborative learning' has been coined around for me since being in "The Mindlab Community."  I liken 'collaborative learning" to Tuakana/Teina, or similarly working with a Buddy.  

In my classroom I encourage the students to work together for example, working together to complete a project, sharing each others ideas, when they help each other to solve a problem or working in mixed ability groups either for Reading, Mathematics or PE.  Developing ones social abilities is an area I have found collaborative learning beneficial to the learner who needs encouragement to mix with their peers.

In order for self-centred learning and collaborative learning to take place in a community of practice, there are still considerations that needs to be addressed and that can begin by starting with major stakeholders of your community of practice environment.

References:

ERO, (2012). Evaluation at a glance: Priority learners in New Zealand schools. Retrieved from http://www.ero.govt.nz/publications/evaluation-at-a-glance-priority-learners-in-new-zealand-schools/

Image 1 :
https://www.google.co.nz/search?q=reinventing+the+wheel+in+education&espv=2&source=lnms&tbm=isch&sa=X&ved=0ahUKEwjU9NWkrMfNAhVFHZQKHS_YCz8Q_AUICCgB&biw=1280&bih=628#imgrc=zXQ4CqMkrkr5EM%3A retrieved 26 June 2016

Image 2:
Considered Faculty of Education Blog: http://www.consider-ed.org.uk/reinventing-multi-professional-wheel/#lightbox/0/ retrieved 26 June 2016

Smith, B.L., and J. MacGregor.  (1992).  Collaborative Learning:  A Sourcebook for Higher Education.  University Park, PA:  National Center on Postsecondary Teaching, Learning, and Assessment (NCTLA).  9-22.

Student-centred learning - Wikipedia, the free encyclopedia
https://en.wikipedia.org/wiki/Student-centred_learning retrieved 25 June 2016

Week 26 - APC - Community of Practice and Situated Learning

Community of Practice and Situated Learning

Stoll (1998) places the importance of understanding school culture as the starting point for leading change towards school improvement. Some internal and external factors that shape a school culture include the school history, the student socio-economical background, external contexts such as national educational policies, and societal changes.

Activity 2: Your professional community

What are the current issues in your community of practice? How would your community of practice address them?

My community of practice has undergone  a number of changes that not only impacted on my community of practice but 'sadly' affected the other schools and local community.  

Since 2012, the Ministry of Education closed two schools, merged 3 primary schools, re-opened a new High School from Years 7-13 and a Kura Kaupapa school was established.  Fortunately, there was one school that was 'untouched' by the Ministry...

What are the challenges that you face in your community of practice? How would your community of practice address them?

School Culture

Stoll (1998) defines school culture as three dimensions, the relationship among its members; the organisational structure including the physical environment and management system; and the learning nature.

Creating a school culture in my community of practice is a 'work in progress' as there have been a number of changes 
The three dimensions stated by Stoll (1998) above is where my community of practice is working towards.  There has been a number of changes such as such as a new principal (2 years), staff leaving, and new appointments.  Therefore, my community of practice I consider to be,  'a work in progress.'

Reference:

Stoll (1998). School Culture. School Improvement Network’s Bulletin 9. Institute of Education, University of London. Retrieved from http://www.educationalleaders.govt.nz/Culture/Understanding-school-cultures/School-Culture

Week 25 - APC - Appiied Practice in Context

Activity 1: Defining my Practice

Defining my Practice

Since 1997 my professional context has been in the Primary sector of education.  I have had a variety of job roles in such Librarian & ICT support, Teacher-Aide, Office relief and now a classroom Teacher for the last 8 years.  

I currently have a Y 5 & 6 1:1 iPad classroom that is now in its second year.  My initial thoughts about integrating the iPad into a traditional classroom was and still is exciting, challenging and rewarding when the learner and I work collaboratively toward the goal of achieving success to the best of ones ability as per our school motto that is...

“I o Mahi Katoa Mahia – Our best always in all ways”

My Community of Practice

According to Wenger (2000),  'Learning so defined is an interplay between social competence and personal experience.  It is a dynamic, two way relationship between people and the social learning systems in which they participate.  It combines personal transformation with the evolution of social structures. 

Furthermore, 'belonging to social learning systems can take various forms at various levels between local and interactions and global participation."'

Working with like minded people in my community of learning can be very challenging, exciting, frustrating, and rewarding.  You need to be flexible, caring, firm, open minded, respectful, honest, responsible and I believe being a social worker or having a police officer skills can be included in the 'community of learning' in a Primary School environment.

What is the purpose and function of your practice? 

First and foremost the purpose and function of my practice is to TEACH!  This is guided by, “The NZ Curriculum and Te Mauranga o Aotearoa is to, ‘set the direction for student learning and provide guidance for schools as they design and review their curriculum.

Although both come from different perspectives, each start with a vision of young people developing the competencies they need for study, work, and lifelong learning, so they may go on to realise their potential." 

In what ways do you contribute to the community of your practice?

My contribution to the community of practice has been in a variety of roles such as:

• 
  
• Classroom Teacher
• Teacher in charge of Sport
• elearining support
• Kapa Haka support. 

Collaborating with teaching colleagues, Support Staff, Outside Agencies (RTLB, RT Lit, Special Education, SWISS workers) also attending Professional Development courses in particularly e-learning. 

I am currently in my 2nd term as Staff Trustee and work outside of the school community by volunteering for community events such as sporting events and community events.

What is your specialist area of practice? How does your specialist area of practice relate to the broader professional context?

I consider my specialist area of practice would be integrating e-learning in the classroom. Integrating e-learning into the 'traditional' classroom recognises that education needs to keep up with the the 21st century learner. Digital technology is the way of the world for learners 'today' and therefore it seems the natural pathway to integrate digital technology into the classroom.

Reference:

Ministry of Education.  (2007).  http://nzcurriculum.tki.org.nz/The-New-Zealand-Curriculum retrieved 10 June

Wenger, E.(2000).Communities of practice and social learning systems.Organization,7(2), 225-246 (Available in Unitec Library).