Module Four reading: Guzman & Nussbaum 's (2009)

Outcome: Familiarity with shift required for teaching with technology practice.


Although I had not seen eLearning competencies used in this manner before, I do see the purpose of Guzman & Nussbaum 's (2009) analysis. We speak of the competencies that students need to develop in order to become 21st Century learners. When I reflect on some of the challenges I have encountered with other staff at school, I can see where they fit within the competency domains and where their next steps in learning are. It would to useful to use the basis of this as part of a staff self-reflection, particularly if our school is to significant progress in integrating digital technologies into the classroom program. However, I am unsure if the order of the domains is effective. I question should attitudinal be the last domain? Personally, I would have placed it higher on the list. This is because without an attitude to incorporate digital technologies in a learning perspective it can be easier to fall on the tried and true.

One area that appears to be missing is competencies about digital literacy; the ability to search for information effectively, to think about your digital footprint, to adhere to copyright laws, etc. This is an area where many staff struggle. It could be encompassed in the instrumental domain, however, this is unclear.

This article did get me thinking about my own practice. Where did I think I fit? What areas did I need to focus on? I am personally comfortable with a multitude of applications and always willing to learn tricks and techniques that make it easier for the learner. I am confidently able to solve various technical issues. Since I love using digital technologies, I am always trying to purposefully integrate them into the classroom program as much as I can. Although I now take heed of Howland, Jonassen, & Marra's (2012) article of the difference between learning with than from digital technology. Frameworks such as the TEC-VARIETY (Bonk & Khoo, 2014) are also beneficial to make changes in the teaching and learning programs.

I have always been a reflective practitioner, especially ways to improve the learning and how to ensure tools used meet the learning needs of my learners. Where I need to focus more on is the communication aspect. I do so orally, however, I need to work on utilising the digital tools to do so as well. As for my attitude, I want to integrate them, I can see potential, and right now I am working on developing my pedagogical approaches further.

Guzman, A. A., & Nussbaum, M. M. (2009). Teaching Competencies for Technology Integration in the Classroom. Journal Of Computer Assisted Learning, 25(5), 453-469.

Module Four Reading: Zaka (2013)

Outcome: Familiarity with factors affecting teaching with technology, particularly in a blended learning environment.
Pre-reading questions

Blended learning has come to have a few different meanings. How would you define it?

Blended learning can be defined as an effective mix of web-enhanced and face to face learning. This can occur in the classroom via distance learning that incorporates Video Conferencing


Post reading questions

What are some of the challenges facing teachers who are involved in blended learning? What is the role of the school in supporting the teachers?


Zaka (2013) describes some of the challenges that teachers face whilst involved in blended learning. These include limited access issues, student’s readiness for blended learning, usability of tools that don’t link well together, building staff capacity, limited parental support. These are challenges I can identify with coming from a small rural school too. I have an appreciation for learning via distance through a blended learning environment as many of the students we have undertake learning through VC. Students who do well are those who do have an internal motivation to achieve and apply themselves to their learning. I also understand the need to build capacity with staff. At our school the uptake of blended learning is very low for a variety of reasons. For myself, I have had to rely on outside professional development and Communities of Practice to build my own capacity. I use these ideas in my own classroom practice as well as assist other staff with possible ideas to integrate digital technologies into their own classroom practice.

The role of the school, in particular, the school leadership team, in supporting teachers who are implementing blended learning is imperative. The quote from the eprincipal “we might have teachers doing innovative things but without leadership [there will not be change]” resonates with me as it identifies where I have experienced challenges within my own school context. Effectively implementing a blended learning environment is challenging there is a different pedagogy involved. The teacher’s role is more of an instructional designer as well as the teacher/facilitator. I have taken the position to extend my own ideas further by attending professional development linked with implementing digital technologies into classroom programs mostly out of school hours and out of my own pocket. This paper included. Within our school there is a definite need for more school professional development where blended learning is concerned.

Task 2.1 - The Key Aspect

If I have to propose a stand to one of the aspects I choose Active. Whilst I agree that all aspects of Howland, Jonassen and Marra (2011) are important and link so well with each other. I feel that without active participation from the learner then I feel the rest falls beyond meaningful learning.

In my view, active learning falls beyond the physical movements that can be seen. As a learner, I choose if I am going to engage in the learning process (whether that is on a physical level or on a cognitive level). When I do, then I am an active learner I have put myself in a position to learn.

I can definitely see that if I don't see the learning has value then I am less likely to actively participate within the learning process and maybe I miss out on learning opportunities.

I also see that in the classroom, especially when teaching "Scratch" or "Kodu". There is an intentional goal (to learn how to make your own game), collaborative/cooperative learning (learning with and from others is encouraged), it can be constructive (each idea builds to create the coherent whole and without thinking about how things link together it doesn't make sense), you can apply it to an authentic context (as the game created can be played by/with friends). However, even when some learners go through the motions (ie, complete tasks) if they do not actively apply themselves to the learning then they don't get the "learning". Which is seen when students get to the point where they should have the skills to create their own game yet are lacking skills to do so.

Reflecting on Howland, Jonassen and Marra (2011)'s reading the students appear to have missed "observing the effects of their interventions and constructing their own interpretations of the phenomena and the results of their manipulations" Which one could easily say the learners have not reflected on their activity and observations which fits with "constructive".

Hmm.. one thinks one could keep going around in circles because whilst the students went through the motion of doing the task (which fits within the active component) I find that without cognitive engagement through observing what you do and the effects (i.e. It can be difficult to learn to programme without "doing it yourself") then have the learned anything?

Reflecting on this further:

Ok.. I want to learn to plaster Gib (very relevant and my partner wants at least a level four finish)

So, therefore, I have an Intentional goal in an Authentic context. I can learn from others (YouTube, people I know, bloggers, home improvement sites, etc) which fits within the Cooperative aspect. I can reflect on the advice given, take on board all sorts of helpful hints I ensure I have all the tools requires and "see it it my head".

From this one could be considered an expert. I have learned something that is going to help me finish my house/rooms??? Wrong!!! It isn't until you actively do the task (in this case physically put plaster and tape on the Gib) do you realise what you do and don't know. Through the observations of my actions and whether the paper tape actually is adhered properly and you can't see it anymore.

Task 4.1 My Reflection #1

The above quote has always resonated with me. Learning is a journey; it is one with road forks, uphill challenges, roadblocks, clear pathways and sights to see along the way. Learning isn’t always easy, and it shouldn’t be all the time.

This eLearning paper has challenged me in ways that have changed my thinking towards the implementation of eLearning within my classroom programs. Although I had the intention of focusing on the learner, there are times where the constraints of time, management, and missing information have had its impacts and maybe my intention was not presented to its fullest.

Pratt & Associates (1998), challenged the idea of looking at one's self and understanding where we come from, our own perspectives, to make progress going forward. This is so true, and difficult at times, to say the least. How does one recognise one's weaknesses without overlooking one's strengths or vice versa?

Over the past few years, I have been searching for the missing link in my theoretical understandings and through this course, I have started to find the answers I have been looking for.  I knew that pedagogy was the key to unlocking learning from a students’ perspective however I was missing some of the theoretical foundations to take this to the next step.

Assignments like the Critical Elements and the eLearning Planner were challenging yet rewarding. There is a significant difference between acquiring knowledge and using it in a constructive way.  Much like the difference between the Acquisition Metaphor and Participation Metaphor discussed by Sfard (2015).  

The use of eLearning opens doors of opportunities, yet it is more than knowing about the wide variety of technologies, Web 2.0 tools, and applications available, it is about using these tools in ways that enhance the learning and increase learner agency. A seamless integration whereby the focus is on the learner and the teacher is a facilitator within the process during which students are encouraged to inquire, experiment, design, communicate, collaborate, write, model and visualise with technologies (Howland, Jonassen, & Marra, 2012). This is a challenging prospect, yet achievable.

Has my learning journey come to an end? As the image above clearly states, learning is a journey, there is much more to learn despite this paper coming to the end.

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

Pratt, D., & Associates. (1998). Alternative frames of understanding. In Five perspectives on teaching in adult and higher education (pp. 33–53). Malabar, FL: Kreiger.

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

Task 3.3 Pitfalls with Learner Engagement

As part of my digital technologies program, I had introduced Scratch to the year 7’s and 8’s. I had uploaded the necessary videos and resources on the school network for the students to follow and complete the same exercise themselves.

When I tried this with the year 7’s I had shown them how to access both Scratch and the learning resources required. In one class I found it interesting that they watched the videos with great intensity, however, I must not have been very clear with them about how to use the video and create at the same time as many were unsure what to do once they had watched the video. I had to slap myself on the hand at expecting students to somehow know.

I found the year 8’s were able to multitask a whole lot easier, although I noted there were a small group of boys who would go through the process and complete the activities yet when I provided them with a task that used the previous learning they struggled with doing the basics. At the time, I recognised that they had not engaged with the material enough to apply it to new contexts. What I also found interesting with these boys was when I posed questions back about which videos we could review to help us with the given task they were unable to do this independently. Yet, I know that if I had said to them to find a Scatch game to analyse they wouldn’t need my help or guidance.

Task 1.4 Revolution/Evolution/Status quo

Teaching is an ever-evolving process. I do not think that it is possible to stay stagnant. My journey as a teacher changes with each person I meet, each reading I read, and through critical self-reflection. As Sfard (2015) points out there is a difference between acquiring knowledge and participation in developing knowledge. If I consider what type of teacher I was when I started teaching 10 years ago and where I am now there are considerable differences. Where eLearning is concerned, it is no different. I have always seen that digital technologies has the potential to engage students in ways that allow the students to take personal responsibility for their own learning. In saying that, there is so much to learn about the most effective ways to integrate digital technologies into the classroom context within compulsory education for the benefit of the learners and their achievement. Therefore, I tend to lean towards evolution within the realms of adopting eLearning as part of my classroom practice.


Howland, Jonassen, & Marra's (2012) reading reiterates my thoughts about technology is only a tool for students to use. In saying that, their point about learning with versus learning from technology struck a chord (Howland et al., 2012). Has my classroom program encouraged learning with technology? Upon reflection there are parts that I can confidently reply yes, others well, there is room for significant improvement. The ultimate goal as a teacher is to have personally responsible, actively engaged learners who active at their highest ability, no matter their given starting point. There are challenges and one wonders if this is because of the difference between teaching years 7-10 and the constraints of NCEA assessment at senior level or is that my perspective? I now can see another approach for at least one of the Digital Technologies Achievement Standards and maybe I can provide the “meaningful learning” as described by Howland et al. (2012) by utilising ideas from both Howland et al. (2012) and McLoughlin & Lee (2008) starting with implementing more of a constructivist approach to the program.

Learning is considered to be a life long journey and as such I am always learning, this course is part of my learning process. The rapid expansion of digital content and digital tools impacts on both my personal and professional life, and one would hope, hopefully for the better. The incorporation of digital technologies into the classroom program requires careful consideration in order to achieve maximum benefit. To me, there is much more to learn. After all, the purpose of education is to develop our learners into confident, independent learners ready for the 21st Century. I have never been one to think I hold all the knowledge and students must learn from me. To me, learning is a journey and I am able to learn with and from the students I have in my charge. The ultimate goal of a teacher is to enrich the lives and ideas of our learners and integrating digital technologies provides a does provide a gateway to achieving that goal if implemented with the needs of the learners in mind. We do need to remember it is just a tool and without employing the right pedagogy the novelty of implementing eLearning has no additional benefit for the learner. Which is why I believe that adopting eLearning into my classroom my pedagogical practice is always evolving.



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

McLoughlin, C., & Lee, M. J. W. (2008). The three P’s of pedagogy for the networked society : Personalisation , participation, and productivity. International Journal of Teaching and Learning in Higher Education, 20(1), 10–27.

Sfard, A. (2015). On Two Metaphors for Learning and the Dangers of Choosing Just One. Educational Researcher, 25(4), 4–13.

Task 2.2 The Relationship between Technology and Pedagogy.

I am a keen advocate for the use of digital technologies in the classroom and incorporate them into the teaching and learning program at every opportunity. Without the availability of digital technologies, it is extremely difficult to implement eLearning and appreciate the affordances they offer. Whilst I am tempted to say that I would operate with a large technology and small pedagogy, I can see that pedagogy is imperative to ensure that eLearning tools are used effectively and provide the intended benefits for the learner.

As Howland, Jonassen, & Marra (2012) quite succinctly state that “the goal of pedagogy is, or at least should be, learning “ (Howland et al., 2012, p. 14). This is backed by McLoughlin & Lee (2008) who argue that, as teachers, our vision of pedagogy needs to be expanded in order for learners become “active participants and co-producers rather than passive consumers of content” (McLoughlin & Lee, 2008, p. 11) and with the increased development and availability of Web 2.0 tools it is time to reconsider the impact of these on pedagogical practices (McLoughlin & Lee, 2008, p. 4) whilst considering the affordances they offer. This is supported by the Ministry of Education eLearning Action Plan that asserts that effective pedagogical teaching practices depends on practitioners “becoming confident and capable users of ICT and understanding how to integrate ICT effectively into their teaching practice” (Ministry of Education, 2010, p. 10, emphasis added). Koehler, Mishra, & Cain (2013) support this further by stating that teachers need to have an understanding of the technologies that are best suited to the content and context as well as the impact that the technologies can have.

Implications for Teaching & Learning

According to Koehler, Mishra, & Cain (2013), teaching is a complicated process and eLearning involves the infusion of technology, content and pedagogy in effective ways. Therefore, it is important to ensure that I continue to develop my knowledge in all three areas in order to provide a learning environment that utilises technology in the best way possible to enhance the learning opportunities for my students.

The reading that stuck for me the most was Howland et al. (2012) where they reiterated learning with technology than from technology. It really made me think about the classroom program I was offering in my different subjects areas. Did they fit into the meaningful learning framework? Am I providing the best opportunities for my students to engage with the learning process?

When operating in an eLearning context, pedagogy and technology do go hand in hand. It is impossible to have on without the other. In saying that, the traditional method of teaching, via transmission, is inadequate. Never being an advocate for the “jug in mug” theory thus far I have realised that there is so much more to learn and that through readings and reflections that it is possible to make changes that can only benefit my learners.

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

Koehler, M. J., Mishra, P., & Cain, W. (2013). What is technological pedagogical content knowledge (TPACK)? Journal of Education, 193(3), 13–20.

McLoughlin, C., & Lee, M. J. W. (2008). The three P’s of pedagogy for the networked society : Personalisation , participation, and productivity. International Journal of Teaching and Learning in Higher Education, 20(1), 10–27.

Ministry of Education. (2010). Enabling the 21st century learner: eLearning action plan for schools 2006-2010.

Task 3.2b: Recommendations for cultivating learner engagement

My list of recommendations for cultivating learner engagement strategies from our discussion forum

This is a challenging task; how do you write them in order of importance? Or is it better to categorise them? I have chosen to categorise them after finding that writing a list from 1-10

Learning/Instructional/Course Design

• Ensure that the technology and activities relate to the task/learning and will enable meaningful learning. Purposeful. (Alison)
• Refer to Gilly Salmon's five stage model for developing online learning (access and motivation, online socialisation, information exchange, knowledge exchange and development). See link http://www.gillysalmon.com/five-stage-model.html (Vijaya)
• Examine the affordances of the technology (Kersty)
• Provide a variety of technology mediums for delivering information and instructions (Emily) e.g. Podcasting, video, animation
• Use quizzes and games for fun interaction and immediate (and repeated) feedback on performance. This works well for tasks that require a certain knowledge of vocabulary (e.g. anatomy) (Ute)
• Choice about how they work, autonomously or collaboratively (Michelle)

Technology

• Ensure that all learners are able to access links and sites - and that links work! (Angela)

Access to Resources

• User Testing - Test your activity with actual users or close to actual users. See https://www.nngroup.com/topic/user-testing/ for some ideas around how to do user testing, how many users to test and more. [Judith]

Course delivery/day to day course considerations

• Prompt, detailed and personal feedback. (Henriette)
• Provide a choice of platforms to access and submit work (Henriette)

Task 2.3 - Synthesis Discussion

This module has been an interesting journey thus far. Not all concepts are new to me, although I had not encountered them in an eLearning perspective. Maybe that is because I have not been looking in the right places for the information I have been looking for.

The Howland, Jonassen, & Marra (2012) reading resonated with me and made me critically reflect on why some eLearning practices were more successful than others. The key point to me was providing opportunities for learners to learn with technology than from technology. Learning with technology places the learner at the center of the learning process and increases learner agency and autonomy. Furthermore, it made me realise that I need to deliberately incorporate more collaborative learning activities into my classroom program. Not that I have ever discouraged students working and assisting each other. I will admit that this is one reading that I printed out and find myself drawn to on a regular basis.

Although I had come across the TPACK model (Koehler, Mishra, & Cain, 2013) previously I had not had the opportunity to reflect on the elements before and gain a deeper understanding. Although it is difficult to pull apart the framework into segmented pieces where eLearning is concerned it is important to in order to effectively integrate digital technologies into the classroom.

Having worked in a year 7-13 school for the past 8 years I also found the Gibbs & Poskitt (2010) reading quite pertinent. I have seen first-hand learners who have become disinterested in their own learning. Although I had read the article previously I had not really taken on board the engagement strategies suggested within an eLearning context.


Ever since I started teaching I have always had the perception that it is impossible for me to have all the knowledge and that the use of digital technologies is the key to unlocking the constraints of the silo classrooms in which we work as teachers. In the schools I have worked in the transition to eLearning has been very slow, however ,this course has opened my thoughts beyond what I could imagine and provided the theories that I knew were missing but just didn’t know where to find.

Effective eLearning is a complex issue with many contributing factors that lead to its success however pedagogy is the key. It has been a journey to put the theories, roles and responsibilities behind what I have been trying to do within my school and classroom practice.




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

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

Koehler, M. J., Mishra, P., & Cain, W. (2013). What is technological pedagogical content knowledge (TPACK)? Journal of Education, 193(3), 13–20. Retrieved from http://www.editlib.org/p/29544/?nl

Task 4.1 Reflection #2

Where do I go from here?

Taking into consideration all that I have learned throughout this paper I can see, more than ever, that eLearning has the potential to transform the way teaching and learning occurs. And as I am the teacher it is my role to take advantage of the affordances that eLearning can offer. eLearning is about exploiting the affordances of digital technologies in ways that place the learner at the center through providing actively engaging learning experiences founded on solid theoretical understandings and evidence-based practices.

Although I am on study leave this year, I am looking forward to taking what I have learned and apply it in context. Being primary trained and previously working in a secondary environment I have been able to see more potential for eLearning than what I have been accustomed to. and I am looking forward to the challenge. This paper has also allowed me to see eLearning from a students’ perspective and experience a new way of learning.

The frameworks I have been introduced to such as the TEC-VARIETY (Bonk & Khoo, 2014) are invaluable. It really made me think about the activities provided and in addition to whether students were learning from or with technology (Howland, Jonassen, & Marra, 2012). As Gibbs & Poskitt (2010), so adeptly put it, as teachers we need to ensure that we keep our students engaged by providing “fun learning activities; making learning meaningful, and enabling students to learn better and helping them take responsibility for their learning”(Gibbs & Poskitt, 2010, p. 34).

I also accept there are challenges without the support of the vision of leadership as described by Zaka (2013), however, I am hoping that next year the school I teach at is willing to embrace eLearning because it is essential for teacher education to shift from the paradigm of “teaching about the use of ICT” and “direct teaching of ICT skills” to a pedagogy that fully embraces constructivism (Kirschner & Davis, 2003, cited in Yeung, Taylor, Hui, Lam-Chiang, & Low, 2012).

As I continue on my eLearning journey throughout the remainder of the year I know I will take the ideas from this course and develop them further and hopefully have a solid foundation for next year when I return to teaching and put all this learning into practice.



Bonk, C. J., & Khoo, E. (2014). Adding Some TEC-VARIETY: 100+ Activities for Motivating and Retaining Learners Online, 367. http://doi.org/978-1496162724

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

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


Yeung, A., Taylor, P. G., Hui, C., Lam-Chiang, A., & Low, E. (2012). Mandatory use of technology in teaching: Who cares and so what? British Journal Of Educational Technology, 43(6), 859-870.

Zaka, P. (2013). A case study of blended teaching and learning in a New Zealand secondary school, using an ecological framework. Journal of Open, Distance and Flexible Learning, 17(1), 24-40.

Teaching for e-Learning - Goals for this Course

There is a lot that I do want to get out of this course (some of which I don't know until I learn them).

I want to understand the theories and concepts that surround the use of online environments in a blended learning environment. I want to extend my learning in my area of passion.  Effectively using digital technologies in the classroom is not an easy concept and there is a lack of understanding about the pedagogical changes that are required to teach in an eLearning environment effectively.  There are not only the academic theories to contend with but also the theories/understandings of others who just don't understand the possibilities.

Ultimately I want to have a solid foundation to make the learning experiences that I offer my students the very best that I can.  Having taught in school that has made little progress in eLearning I want to be able to do more than I have been doing.  I want to move to the 21st Century, I want to be able to engage my learners in the best way possible for them to make progress in their own learning using digital tools to do so.

I am hoping that through completing this course I have some creditability and insight which can not only asset me but also the students that I hope to teach next year and beyond.

Task 1.2 Views of Teaching

What are the similarities and differences between your views of teaching and your teaching practice?

How do you view teaching? What is your main role as a teacher?

As a classroom teacher in a rural college of year 7-13 students and teaching a wide variety of subjects to different levels my role of a teacher does change.  I personally believe that I am not the holder of all knowledge and I can not be the expert on everything.  Knowledge changes, especially where digital technologies and the www are concerned. My belief in teaching is around exposing students to experiences that they may not be exposed to in other areas of their life.  We are educating students for a world of the unknown, and as a teacher, I believe that we need to provide learning experiences that will help them develop into confident life-long learners.

Identify examples of typical teaching activities and the implied relationships between you (as the teacher), the content you were teaching, the values/ideals involved, and the learners?
Were your actions consistent with your stated views?

In Food Technology, my role is much more transmission during theory lessons because it makes life easier within the constraints of having students for a set length of time and needs to incorporate both theory and practical.  Although I do expect students to collaborate and participate in discussions and share their points of view.  It is a subject which I struggle to incorporate an effective blended learning environment.  Although I incorporate digital tools as often as I can. However in saying that, nurture and development are always part of who I am.  The students are encouraged to develop their skills and knowledge of food products in order to develop their own technological outcome with a partner and take ownership of the process.  When I reflect on my teaching in a practical situation, I do spend a lot of time questioning them with opened questions and getting the students to develop their knowledge and understanding further. This fits into the Cognitive learning view (Pratt, 1998). Although I can see that when we are completing a practical lesson there are times where my expert knowledge help the students have a product they can eat (just can't say if it is palatable).

In mathematics, (a subject I enjoy) I spend a lot of time developing the confidence of students who have not enjoyed math previously.  This is evidence of the Nurturing learning view as described by Pratt (1998). I make it my mission to spend the year trying to change the attitudes of the learners and develop their mathematical understanding. I would spend time finding resources,  both online and off, that would allow students to move from the concrete to the abstract, as many students had limited understanding of the number system or many of the mathematical concepts we covered.  Although in math, I found it my opinion that there was no point moving on to another topic until students understood what it was that they were learning. However, the last time I was teaching math, I went on a professional development course in Papamoa and I started seening more relevance for mathematical integration.

In Digital Technology (my most favourite subject), I have found that the students look at me as the expert and I believe it is my role to encourage students to take risks and learn about things they aren't so comfortable with or not yet been exposed too. Online technologies are not used well in other classes (I do wish this wasn't the case though) as I always see so much more can be done than the current practice.  Depending on what year level I teach I do think I do draw from different perspectives.  My main idea is to develop the students knowledge and understanding and provide an environment where they are encouraged to takes risks, learn by doing and understand how the given technology/application works (Google Docs, Web searching, coding, image creation - vector and raster, Website creation, iPads, etc).

What I struggle with is the confines of NCEA, (and there is a big difference between unit standards and achievement standards) it is rather prescriptive on the outcomes. I'm pretty sure there has been times where I have had to say to my seniors that "we just have to suck it up and carry on", especially when students are becoming disillusioned about the requirements. In saying this though, the students are provided opportunties to explore with programmes and add their own creative touch to their work.  There are some where I spend the whole year building their confidence.

In year 10, I find I make links to the wider world and other subjects, this is because they need to think carefully about where they are going the following year and beyond and their choices.  For juniors, I usually set up the students to complete tasks more at their own level to work through and I feel it is my job to assist those who require it.  There is a lot less transmission in these classes, as doing whole class study can be quite frustrating (although I do do it at times).

In Social Science last year I spent a lot of time developing the students' confidence in their ability to learn in a new context.  These students were initially used to the transmission aspect, and I found that because I worked more in the developing aspect that the students initially found the transition difficult.  One unit we did involved the students researching one aspect of sustainability that they decided they were interested in.  I found that I felt guilty if I hadn't spent time with students who were more independent learners (there were some very demanding students in that class who struggled with the concept of independent learning which I found was to the detriment to other learners especially to the low quiet achievers), and would ensure that I caught up with them the next lesson.  I do remember the discussions we had over the need to look after pond life, I kept posing questions and was adamant that we didn't need them.  The students spent a lot of time developing their own opinions and 'tried to change my mind' which is reflected in Pratt (1998), p 45. I can also relate to the comment that it is difficult for the teacher to develop assessment which demonstrates how the students knowledge and understanding has changed.  I do wish that assessment could be based on the key competencies rather than stating the curriculum level students are working at.

Even in writing this I can identify that my strengths appear to be in developing and nurturing what I was initially understanding is how/where apprentice appeared to fit in.  But if I understand it correctly, as a facilitator I do believe that I do not hold all the knowledge and that there can be experts in our classrooms that we can all learn from.  And at times, those experts are the least expected.  As we move towards a more collaborative view of the teaching and learning process, it is important to recognise the developing strengths of our students in both skills and knowledge.  If we want them to develop leadership skills, we need to provide opportunities to practice the skills involved in leading.

Pratt, D., & Associates. (1998). Alternative frames of understanding. In Five Perspectives on teaching in adult and higher education (pp. 33-53). Malabar, FL: Kreiger.

Task 1.1 Teaching Perspectives

This week the main reading was

Pratt, D., & Associates. (1998). Alternative frames of understanding. In Five Perspectives on teaching in adult and higher education (pp. 33-53). Malabar, FL: Kreiger.

Which made you think which of the five perspectives you hold with your students.


Completing the reading did make me reflect on which of the perspectives I use.  I wasn't so surprised to see that Developing and Nurturing were the strongest of the five aspects as I find that many of the students I teach require scaffolding towards independent learning and require a lot of positive nurturing.

When undertaking the TPI survey which gave me the results above there was the requirement to focus on a group of students whilst completing it.  I have realised that if I were to focus on another group of students with another subject that the results would be slightly different.  That would not take away from the fact the perspectives I hold will always quite possibly be stronger in Developing and Nurturing.

What I was surprised about was the low social aspect.  I think that even though I do believe in creating a social conscience with students that this can be harder to develop in a rural (partly isolated) school which has limited resources. An example of this is when with my year 7 Social Science class I would have liked to do more socially aware tasks/activities linked with sustainability, however within the constraints that I encountered this was difficult (particularly cost and lack of resources).

What was surprising to me was how much this reading reminded me of "The Third Teacher", its linked with the hidden curriculum yet for the learner it shows them what is important.