Activity 6: Using social online networks in teaching and/or professional development

First, there was the Internet, and from this there was information. Currently, we have Web 2.0, and fast approaching is Web 3.0. Our world is changing and the way that learning occurs is changing too.

“Professional learning for educators is a lifelong endeavour, sustained through one’s career and evolving largely as a result of practice-based experiences” (Melhuish, 2013, p. 20).

Living in a siloed education system is not enough.  We as educators need to collaborate not only within our school but also nationally and internationally as well. With the rise of easily accessible Web 2.0 tools that can follow us wherever there is a networked device, this is now becoming easier and easier. Siemens (2006)and Downes (2012) describe this as connectivism through the use of Communities of Practice (Learning-Theories.com, n.d.; Wenger, 2009) where there is a community, a domain and a practice (Wenger, 2009, p. 1).

I, myself, am not as connected as I should/could be.  It’s not to say I am not learning in a digital way but there are times where I struggle to see the purpose to have social media consume every moment in my life.  Maybe because the school I was employed at didn’t actively encourage it either.  In saying this, in recent months I have become more attuned to the benefits especially when it comes to learning for my students. Especially as I know that many of our students are connected to many forms of social networking at the ‘hip’. It would be interesting to experience the shift from using such tools as communication tools to ones that are also used for learning.

Image Source: http://www.cybersecurity.hk/en/learning.php

I love professional development, especially those that focus on increasing engagement and achievement of my learners.  I have attended Google conferences based on digital technologies and met some wonderful like-minded people from throughout New Zealand. Furthermore, finally making a Google+ account has not only connected me with Mindlabbers but also to other communities like Google Apps in Education. I thoroughly enjoy learning about new ways to achieve a task and see further potential.

I have made a start, and it is only a start, so I look forward to utlising my learning, becoming more active in my ‘networked communities’ and extend my learning even further. 

Downes, S. (2012). Connectivism and Connective Knowledge: essays on meaning and learning networks. National Research Council Canada,. Retrieved from http://scholar.google.com/scholar?hl=en&btnG=Search&q=intitle:Connectivism+and+Connective+Knowledge+Essays+on+meaning+and+learning+networks#0

Learning-Theories.com. (n.d.). Communities of Practice (Lave and Wenger) - Learning Theories. Retrieved May 15, 2016, from http://www.learning-theories.com/communities-of-practice-lave-and-wenger.html

Melhuish, K. (2013). Online social networking and its impact on New Zealand educators’professional learning. The University of Waikato. Retrieved from http://researchcommons.waikato.ac.nz/bitstream/handle/10289/8482/thesis.pdf?sequence=3&isAllowed=y

Siemens, G. (2006). Connectivism : A learning theory for the digital age. International Journal of Instructional Technologyand Distance Learning, 2(1), 3–10. Retrieved from http://202.116.45.236/mediawiki/resources/2/2005_siemens_Connectivism_A_LearningTheoryForTheDigitalAge.pdf

Wenger, E. (2009). Communities of practice: a brief introduction. Communities, 1–5. Retrieved from http://www.ewenger.com/theory/

Contributing to others Blogs - MindLab

Week One:
http://untroddenpathapc.blogspot.co.nz/2016/05/my-community-of-practice.html#comment-form


Week 2:
http://likeahoginmud.blogspot.co.nz/2016/05/current-issues-in-my-professional.html#gpluscomments



Week 3:

https://plus.google.com/u/0/108254026317727011759/posts/X59NqzgJwBz



Week 4:
https://siobhanmindlab.blogspot.co.nz/2016/06/indigenous-knowledge-and-cultural.html



Week 5:

https://plus.google.com/116097140838837278633/posts/6k2GtuED5hQ

Activity 5: Legal and ethical contexts in my digital practice

The legal and ethical considerations are an important part of any teachers practice. There are so many to consider and the use of digital technologies both provides opportunities for learners and teachers alike.

At our school we are at very early beginnings to understand the legal and ethical considerations in an eLearning context.  Management has made the decision that social media is filtered via Network 4 Learning. So unless you choose to use your own data, there is limited ability to use Facebook or Twitter in a learning context.  This may change as a greater understanding of the power of such tools for learning occurs.

One also has to remember that our parents of our akonga are still learning about these tools. They themselves are not always adept in thinking about the consequences of their own social media use. As a school that has year 7-13 students the most common issue we deal with is the inappropriate use of Facebook. It is often a shock to the parents to realise that Facebook age restriction and that most of the inappropriate use occurs outside school hours. I have also seen irst hand the bullying by adults through such means. Therefore, we should be teaching our akonga about such behaviours.

Within this move towards a more 21st Century learning environment careful considerations will need to be made to the safety and security of the use of such tools.  This current generation are still learning about how they work and the impacts of postings on digital media like Facebook. One also has to remember that Facebook has an age restriction, as does Google+.

Furthermore, not long ago there was hype about our digital footprint and being careful about creating a larger one.  This appears to have changed. Which then provides food for thought. As does the following images



So what does this mean in a classroom context? Careful consideration needs to occur about what is posted on line and keeping parents informed.  Parents do have the option to opt out of any digital forms of media that includes their child. A blanket consent form upon enrolment may provide consent, but I think that it is important to check.

I also think it is important to educate students about digital citizenship in a purposeful manner.  This is also supported by the NZ Teachers council (2012) where they support the use of social media if it is used in a purposeful manner.


Teachers Council and social media from Education Council on Vimeo.

As I come from a school which is still learning about such tools and the potential that they offer education. Through MindLab I have started to see the potential of some social media and how they can add to the learning of our akonga.

New Zealand Teachers Council (2012). Establishing safeguards.[video file]. Retrieved from https://vimeo.com/49216520

Activity 4 : Indigenous knowledge and cultural responsiveness in my practice

"Education is serious business" are very wise words from Professor Russell Bishop.  It is a very serious business for each and every akonga that passes through our schools.


A culturally responsive pedagogy of relations from EDtalks on Vimeo.

So what is culture? A long time ago I learned that we all have our own culture (I have also heard of it being called discourse) that becomes our own identity.  It is what is within us, not always explicit to us (we see it from one lens), in fact, it is innate, but it impacts on our experiences of the world through our interactions, our responses, and our interpretations of situations and experiences.

So what does this mean for education? What are the impacts of culture within the education system, or down to the very grassroots.... my kura and my classroom?

Our akonga, all akonga, have the right to an education that acknowledges and embraces the rich culture and vast experiences that our akonga bring to our classrooms.  From this starting point relationships can florish and as The Ministry of Education (2013) clearly points out that through the development of learning relationships that affirm individual identity, language, and culture empowers akonga to achieve education success. This is afterall what we are in this profession for.

http://www.wellbeingatschool.org.nz/inclusive-practices-next-step-links#extra-curric

I agree that the agentic positioning of the teacher is vital to inclusive practice and this fits with the message of Carol Dweck (2014), who argues that growth mindset is paramount for effective learning. What has been my experience is the lack of understanding of deficit theorising. We have Kotahitanga in our school and is referred to as "Building on success", being part of this journey has been somewhat interesting.  Make a negative statement, you are deficit theorising.. Are you really? Is it not important to understand the positioning of the akonga as a starting point? I believe all students can learn and achieve their potential.  As a classsroom practitioner it is my role to take them from where they start to a position that demonstrates growth.  Therefore, I think having an understanding of the holistic child is important. This isn't deficit theorising. From this starting point, relationships can be built and from this student agency can be increased. 

The most interesting expereince I have had is one student who struggled with the fact that I cared about his education, that his learning was important. I stood strong on my agentic positioning. One day he made a connection to my Aunty who lives in the same area as him.  His attitude changed instantly, his words "I understood where he was coming from".  What I found really interesting about this, was I never changed my position about him and his learning.  He changed his persepctive about me and therefore was more receptive. Oh the joys of teaching... But this experience does remind me that it is about connections, it is about culture, it is about relationships and from this agentic positioning of both the teacher and student can create wonderful learning opportuntities where all akonga can achieve success for who they are.

Alton-lee, A. (2012). KA HIKITIA a demonstration report Effectiveness of Te Kotahitanga Phase 5 2010-2012. wellington.

Bishop, R. (2012). Pretty difficult: Implementing kaupapa Maori theory in English-medium secondary schools. New Zealand Journal of Educational Studies, 47(2), 38–50. Retrieved from http://www.scopus.com/inward/record.url?eid=2-s2.0-84873669809&partnerID=40&md5=82b3e99bd5909939a7bcbe5460bde93a

Bishop, R., & Berryman, M. (2009). The Te Kotahitanga effective teaching profile. SET Research Information for Teachers, 27–33. Retrieved from http://ptc.nzcer.org.nz/system/files/set2009_2_027.pdf

Bishop, R., Berryman, M., Tiakiwai, S.-J., & Richardson, C. (2003). Te Kōtahitanga Phase 1: The experiences of Year 9 and 10 Māori students in mainstream classrooms. Retrieved from http://tekotahitanga.tki.org.nz/content/download/275/1284/file/te-kotahitanga+(phase+1).pdf

Dweck, C. (2014). Carol Dweck: The power of believing that you can improve | Talk Video | TED.com. Retrieved from http://www.ted.com/talks/carol_dweck_the_power_of_believing_that_you_can_improve?language=en

Gutschlag, A. (2007). Some Implications of the Te Kotahitanga Model of Teacher Positioning. New Zealand Journal of Teachers’ Work, 4(1), 3–10.

Ministry of Education. (2013). Effective governance: Supporting education success as Maori. Retrieved from http://www.minedu.govt.nz/~/media/MinEdu/Files/Boards/EffectiveGovernance/SupportingEducationSuccessAsMaori.pdf

Activity 3: Contemporary Issues or Trends in New Zealand or Internationally

There is a misconception that education is fine as it is, however, education needs to change to prepare our akonga for the requirements of life. 

We come from areas (towns or rural), and those areas are part of a district, who in turn is part of an island and our three islands make our God Zone - Aotearoa - New Zealand. I could stay closed minded to the outside world, just stay in my bubble, after all, it is safe to live in a world of ignorance.  Then the question arises, what am I missing out on? What are the students I teach missing out on?  New Zealand is part of a wider context, Australasia, the Southern Hemisphere, and the whole world.  New Zealand has talents, skills, innovations and products that are world leaders. So despite being a small country, we cannot let that stop us and education is a key part of that process.

The question arises are we as educators providing our students with the best opportunity to succeed at their highest level? Whatever that maybe? Or are we collectively as educators still stuck in the 19th century? Where there is this "knowledge" that students’ must have before they are able to leave school? We must move on from this stance, our students are leaving us behind.  They predominately live in a world of "now", with the development of Web 2.0 tools and social networking at their fingertips the novelty of using digital tools for ‘publishing’ is wearing thin.

We are in the cusp of moving from the Anatomy of a 20th Century Classroom

https://sites.google.com/a/ccpsnet.net/anytime-anywhere-learning/curriculum/21st-century-learning

To a more responsive akonga centred blended learning environment.  This is not without issues however, education needs to change and the integration of meaningful learning experiences are essential.

https://sites.google.com/a/ccpsnet.net/anytime-anywhere-
learning/curriculum/21st-century-learning

As the 21st Century Learning Reference Group (2014), describe it

“the emergence of ubiquitous connectivity, increasingly mobile digital technologies and the power of the internet pose the most profound challenges and opportunities the education system has ever faced”

The New Zealand Education Office (ERO) (2012), has released a report that identifies the learning needs of our priority learners and calls for a change in the education system.  This is nothing new; educators around the world have been saying this for years.   It does need to change, our system needs to change, our teaching needs to change and policymakers and budget holders need to allow this change.

According to Gibbs & Poskitt (2010), which also supports the ERO's (2012), finding that our students are disengaged, that their learner agency diminishes as they hit middle school years (Year 7 - 10). As stated above the traditional pedagogy of the teacher as the "fountain of all knowledge", is not meeting our students' needs.  We need to involve the learners in their learning journey, they cannot have learning happen to them they must participate in the process or as Sfard (2015), so eloquently puts it, we must move from the Acquisition Metaphor to a Participation Metaphor. 

Gibbs & Poskitt (2010)

G

We as teachers need to provide an environment that actively encourages students to engage on a cognitive level through redesigning our teaching and learning programs, redesigning what teaching looks like in the classroom.  Spark their interest and light their fire for learning. After all, the intention of our New Zealand Curriculum is to create confident, connected, lifelong learners equipped to live a full and active life, and contribute to a thriving and prosperous economy (21st Century Learning Reference Group, 2014; Ministry of Education, 2007).

21st Century Learning Reference Group. (2014). Future focused learning. Wellington. Retrieved from http://www.education.govt.nz/assets/Documents/Ministry/Initiatives/FutureFocusedLearning30May2014.pdf

Education Review Office. (2012). Evaluation at a Glance : Priority Learners in New Zealand Schools August 2012, (August). Retrieved from http://www.ero.govt.nz/assets/Uploads/Evaluation-at-a-Glance-Priority-Learners-in-New-Zealand-Schools-August-2012.pdf

Gibbs, R., & Poskitt, J. (2010). Student engagement in the middle years of schooling (years 7-10): A literature review. Wellington, NZ: Ministry of Education.

Ministry of Education. (2007). The New Zealand Curriculum (Vol. 116). Wellington: Learning Media. Retrieved from http://nzcurriculum.tki.org.nz/the_new_zealand_curriculum
Rotherham, A. J. & Willingham, D. (2009) 21st Century Skills: The Challenges Ahead. Teaching for the 21st Century, 67 (1), 16-21. Retrieved from http://www.ascd.org/publications/educational-leadership/sept09/vol67/num01/21st-Century-Skills@-The-Challenges-Ahead.aspx

Sfard, A. (2015). On Two Metaphors for Learning and the Dangers of Choosing Just One. Educational Researcher, 25(4), 4–13. Retrieved from http://edr.sagepub.com.ezproxy.massey.ac.nz/content/27/2/4.full.pdf+html

Activity 2: My Professional Community

In answering this question, I will refer to the school I belonged to in 2015 since I am currently on study leave.

What is the organisational culture (collective values/principles) that underpins your practice? How would you contribute to fostering a positive professional environment in your community of practice?

What is school culture? According to Stoll (1998) culture within a school is complex yet one of the most important concepts in an educational setting. It starts with a vision and becomes engrained in the ways of doing things. It requires those within the school setting to ‘walk the talk’.

Reporoa College is a small rural college set half way between Rotorua and Taupo. It does have a culture of its own and in some ways it is still the old ways, and in some ways it is changing to new ways of being. This is lead by a new Principal who started in 2015.

A few years ago our school had an appointed Principal who introduced the concept of Kotahitanga – Unity – Proud to Belong. This statement in itself is a strong statement. It can be amazing to watch a school that you know so well go through its own battles. Kotahitanga and the view of being Proud to Belong was the start to getting the school back on its feet.

I think culture is something that you have to nurture; you can’t assume that people know what it is and what it looks like. School culture is no different. As stated by Academy for SEL in Schools (2015) a successful school has a culture and climate of learning, caring and success. Furthermore, it is recognised that while students come and go, staff are usually the consistent glue that holds culture together. This can only be done with a common vision with great leadership.

With the introduction of Kotahitanga, I set the task for my senior students to develop a banner that could be printed and staff chose the final design. This currently hangs at the back of the hall for all students to see. I believe that Reporoa College is a great school to be part of.

What changes are occurring in the context of your profession? How would your community of practices address them?

As we move towards the 21st Century learning style there are a multitude of changes that are occurring. With the availability of the Internet the role of the teacher changes, from one that ‘has the knowledge’ to one that shares the learning within a context of the classroom. This involves keeping up with not only technology but also moving forward in teaching pedagogies. Throughout the course of MindLab, there is a change in thinking to a world of possibilities. As more staff undertake the process of learning in a collaborative way there will be change.


As for me, I actually like being part of the Google+ community. I like being challenged by like minded people. I like to see what other schools are doing, and figuring out ways to integrate them into the classroom context for the benefit of my learners.




Academy for SEL in Schools. (2015). What is School Culture and Climate? Retrieved from https://www.youtube.com/watch?v=Z-_NvhlcusQ

Stoll, L. (1998). School culture audits: making a difference in school improvement plans. School Improvement Network’s Bulletin 9, 11(1), 74–82. http://doi.org/10.1177/1365480207086756

Activity 1: My Community of Practice

Activity 1: My Community of Practice

Communities of Practice Defined

Wenger (2000) describes Communities of Practice (CoP) as situations where people who share a common interest in a subject or area collectively collaborate, locally or globally, with each other over an extended period of time.  Howland, Jonassen, & Marra (2012) argues that humans are inclined to learn with and from each other through discussion and collaborative activity.  Furthermore, Howland et al. (2012) state that it is through this process where learners exploit each others’ skills and knowledge in order to complete tasks, develop solutions and innovations.  According to Wenger (2009), there are three elements that constitute a CoP: a domain, a community, and a practice.  In essence, a CoP is a context specific learning community where learning can occur, both intentionally and unintentionally, through active participation (Learning-Theories.com, n.d.; Wenger, 2000, 2009). 

CoP falls within the situative learning view as described by Mayes & de Freitas, (2004) and Ravenscroft (2011) whereby learning is situated within the context it resides. Furthermore, it aligns itself with the apprenticeship learning view where as part of a context specific community learners learn with and from each other (Mayes & de Freitas, 2004; Wenger, 2009).  With the rapid development of the Internet, there is a rise in online CoP where passionate like-minded people share their experiences and collaborate with each other locally, nationally and globally.   Therefore online CoP also falls within the connectivism learning view developed by Siemens (2006) and Downes (2012).

What is the purpose and function of your practice? In what ways do you contribute to the community of your practice?

With the above in mind, I have numerous CoP that I belong to.  In the Educational world alone I have the school in which I belong and the courses that I am undertaking and the online community groups I am part of.  In particular MindLab, Massey and Google+. In my own personal life, I also belong to the Putaruru Gun Club where I am the shoot secretary. Each of the above I engage in and contribute to.

In the educational world, CoP becomes complex.  There are many CoP, from the classroom level through to curriculum teams, to a collective staff and to the professional development, including courses, that I undertake let alone to the learning groups that I belong to.

As a classroom teacher, I have always taken the view of learning with and alongside my students.  Although I am aware that classroom management is a key aspect of being a teacher I have never really liked the ‘jug-in-mug’ theory.  I struggle with the concept that a teacher must know all the knowledge and as we move into the 21^st century I cannot see how this is possible.  I see a teacher’s role to facilitate the learning, to create the environment where all learners learn from the point that they start.  Learning to me is life long.

At the school I was at, I was part of the Technology curriculum team, leader of the DEET (Digital Engagement and Enrichment Team), Board of Trustees teacher representative, part of the Middle Management team, the Social Science team and the Mathematics team.  Each of these I was an active participant.  I like learning with and alongside others, I like listening to the views and ideas of others and sharing the ideas that I have learned through the professional development that I undertake.  Although I now can see that at our school there is a need for more collaborative learning opportunities within the staff level particularly when it comes to planning.

What are the core values that underpin your profession? Evaluate your practice with regard to these values.

All teachers in New Zealand are bound by the Code of Ethics (Education Council of Aotearoa New Zealand, n.d.-b) and the Registered Teacher Criteria (Education Council of Aotearoa New Zealand, n.d.-a). In addition, there are the values that come from the New Zealand Curriculum (Ministry of Education, 2007). Furthermore, there are the values of the school in which I teach. This makes for an interesting mix of ideas and values.

As a classroom teacher, I believe it is my role to provide an environment where all students are valued and that they make progress in their learning. I believe that all students have the ability to achieve at their highest level no matter where their starting point is.

I am critically reflective of my own practice and am always trying to improve not only my practice but also the classroom program for the benefit of my learners. Especially where the use of digital technologies are concerned. I enjoy participating in professional development and using the ideas learned within the classroom context and sharing new learning with colleagues. Although I will admit that balancing the professional development with the other areas of my life can be challenging at times.

There will be more that I think of as time goes on... I will have to come back to this I feel.


References
Downes, S. (2012). Connectivism and Connective Knowledge: essays on meaning and learning networks. National Research Council Canada. Retrieved from http://scholar.google.com/scholar?hl=en&btnG=Search&q=intitle:Connectivism+and+Connective+Knowledge+Essays+on+meaning+and+learning+networks#0

Education Council of Aotearoa New Zealand. (n.d.-a). Practising Teacher Criteria. Retrieved May 16, 2016, from https://educationcouncil.org.nz/content/registered-teacher-criteria-1

Education Council of Aotearoa New Zealand. (n.d.-b). The Education Council Code of Ethics for Certificated Teachers. Retrieved May 10, 2016, from https://educationcouncil.org.nz/content/code-of-ethics-certificated-teachers-0

Howland, J. L., Jonassen, D., & Marra, R. M. (2012). Meaningful learning with technology (4th ed., pp. 1–19). Boston, MA: Person Education, Inc.

Learning-Theories.com. (n.d.). Communities of Practice (Lave and Wenger) - Learning Theories. Retrieved May 10, 2016, from http://www.learning-theories.com/communities-of-practice-lave-and-wenger.html

Mayes, J. T., & de Freitas, S. (2004). Review of e-learning theories, frameworks and models. JISC e-learning models desk study. (Vol. 202). London, United Kingdom: JISC. Retrieved from http://scholar.google.com/scholar?hl=en&btnG=Search&q=intitle:JISC+e-Learning+Models+Desk+Study+Stage+2+:+Review+of+e-learning+theories+,+frameworks+and+models#0

Ministry of Education. (2007). The New Zealand Curriculum (Vol. 116). Wellington: Learning Media. Retrieved from http://nzcurriculum.tki.org.nz/the_new_zealand_curriculum

Ravenscroft, A. (2011, January 6). Dialogue and connectivism: A new approach to understanding and promoting dialogue-rich networked learning. The International Review of Research in Open and Distributed Learning. Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/934/1755

Siemens, G. (2006). Connectivism : A learning theory for the digital age. International Journal of Instructional Technology and Distance Learning, 2(1), 3–10. Retrieved from http://202.116.45.236/mediawiki/resources/2/2005_siemens_Connectivism_A_LearningTheoryForTheDigitalAge.pdf

Wenger, E. (2000). Communities of practice and social learning systems. Organization, 7(2), 225–246. http://doi.org/10.1177/135050840072002

Wenger, E. (2009). Communities of practice: a brief introduction. Communities, 1–5. Retrieved from http://www.ewenger.com/theory/

Defining My Practice

Defining your practice
Before you can fully extend your practice you will first need to be able to define it. You can start your reflective journal by introducing yourself, articulating who you are and what is your professional community of practice. In order to be able to do this effectively you should consider the following aspects of your role:

• What is my practice?
• What is my professional context?
• Who are my community of practice?

Who am I?
As stated in the about me, my name is Kersty and I teach under Kersty Stephenson.  I have been involved in education since my children were little when I started at Lynmore Playcentre.  I realised that I had missed education since leaving school just before my 18th birthday.

What is my practice? 
I am a primary trained teacher who has taught in a Year 7-13 College for the past 8 years.  During this time I was TiC of Digital Technologies.  This is a subject area that I quite enjoy and have enjoyed sharing what I know and learning alongside my students.  This is a subject area which is quite vast in its own right.  Between the variety of applications, the workings of a computer there is so much to learn and know.  Further to this, I love teaching math and find it disappointing that so many students out there do not have a spark for the subject.  I usually see it as my challenge to change the students perceptions of the subject throughout the year.  I have also taught Food Technology and Social Science.  No matter what subject I teach I always try, to the utmost of my ability, to incorporate digital technologies into the units I teach.

What is my professional context?
Right now I am a student in two eLearning courses. It is unfortunate that with a falling roll that the school I was employed at has had to loose staff over the last three consecutive years. I enrolled in MindLab in November 2015 and started at Massey at the beginning of 2016.  I am hoping that I can take everything that I have learned into the classroom next year in my new town of Tokoroa. Yes, there has been a bit of change in my life, taking on full-time study, a new town, a new house. (one that requires a whole lot of work)..

Who are my community of practice?
I have two communities of practice right now.  One being MindLab, through the medium of Blended learning and Massey which is fully online.  Through Mindlab I am part of the Google+ community and Massey uses Stream.