My personal reflection will be based on Gibb’s Reflective Cycle (Finlay, 2009: p.8).
Theme 4: “Change the script”: Rethinking learners’ and teachers’ roles.
Step 1: Description
Through the effective use of ICT and changing from traditional to the digital classroom is one of the “massive and ongoing social, economic and technological changes” (Bolstad et al., 2012) in my teaching practice. “Blended Learning”, that is, in which students are mostly learning in the classroom (face-to-face learning) and partially do online learning off-site. This change encourages me to look at innovative teaching strategies to equip all students with essential skills so they become 21st-century learners.
Step 2: Feeling
Prior to the change, I thought that this initiative would change my teaching practice forever. For me, this is the stepping-stone to innovative teaching and no more traditional classroom. Such experience, I felt excited in knowing that “blended learning” will provide future-focused education for my learners as they continue to learn the required essential digital skills to further their learning at secondary schools, and beyond. It also gives me the opportunity to upskill my pedagogical practice with the current innovative teaching and learning tools. Overall, it was a great and positive feeling indeed.
Step 3: Evaluation
During this implementation, I burrowed through many challenges, in terms of digital learning tools, innovative ideas, and time. Through Mind Lab, I have integrated into my “blended learning” programme through the use of relevant digital learning tools. This has motivated my students to engage with their learning more. They are now able to interact, collaborate, and support each other through networking with one another. Blended learning also allows students to access their schoolwork before and after school, and share their learning with their parents/caregivers. At home, students are virtually reinforcing what they have learned in class independently. Cyber safety is an important part of this implementation, and Hapara gives me the authority to monitor what my students are accessing to online.
Step 4: Analysis
This change is part of our school’s strategic plan, which is linked directly to the identified theme above. That is, teachers’, students’ and their whanau will gain a strong voice, share knowledge and best practice (Vermeulen, 2015). Families and communities were informed at Whanau Hui Fono (School Community meetings) prior to the change. And along the way, students are able to voice what and how to learn.
Step 5: Conclusion
In conclusion, “blended learning” has changed the script and allow my students and I to work together in a knowledge-building learning environment. My role is to facilitate learning and work alongside my students’ strength. This change allows all stakeholders (students, teachers and school leaders, families/communities) to engage productively in a collaborative and digital learning environment.
Step 6: Action Plan
My future implication on this change is to build on my student’s strength and my relationship with their parents and families. Meaning, I will look at including students and parents’ voice about the use of ICT and work together to support their learning.
Reference
Bolstad, R., Gilbert, J., McDowall, S., Bull, A., Boyd, S., & Hipkins, R. (2012). Supporting future-oriented learning and teaching — a New Zealand perspective. Report prepared for the Ministry of Education. Retrieved from https://www.educationcounts.govt.nz/publications/schooling/109306
Finlay, L. (2009). Reflecting on reflective practice. PBPL. Retrieved from http://www.open.ac.uk/opencetl/sites/www.open.ac.uk.opencetl/files/files/ecms/web-content/Finlay-(2008)-Reflecting-on-reflective-practice-PBPL-paper-52.pdf
Gibbs, G. (1998) Learning by Doing: A guide to teaching and learning methods. London: Further Education unit
Vermeulen, A. (2015). Leading change in collaboration [Video]. Retrieved from http://edtalks.org/#/video/leading-change-collaboration
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