WEEK 30 – Contemporary trends in New Zealand or internationally

This week, I choose Rolfe et al.’s (2001) reflective model, which is based upon three simple questions: What? So what? Now what? This is about the contemporary trends in New Zealand or internationally.

Visser and Gagnon (2005), the term “trend” refers to the statistically observable change or general orientation of a general movement (Visser & Gagnon, 2005; Karataş et al, 2016). And Wilson (2012) notes that a characteristic of a “trend” is that the changes it brings would have impacts within the field or wider environment.

What?

Impact of digital learning for students is the emerging trend that I have chosen to reflect on. I am currently working as a classroom teacher in a 3:1 device composite class (Year 7 and 8). Despite the 3:1 device ratio, our school have a computer suite and 2 COWs (Computers on wheels) available for the students to use at any time. Prior to my journey with MindLab, I have doubt on how to transform my classroom from traditional to digital with a 21^st century skills focus. Back in March as I started at MindLab, I was confident that this journey will lead me to a right pathway on how to flip my classroom and empower my learners to access to the digital knowledge using digital technologies. Weeks later from the start of my MindLab journey, I pushed and challenged myself to trial out the concept of blended learning. Flipping my classroom through blended learning has helped me to become more digital fluent in my teaching while my students are learning anywhere at any time. It was evident (through my own experience) that the world is rapidly changing with new devices and new technologies.

So what?

Daggett (2014) explains the importance of making sure that we as teachers understand why we need to change our way of thinking, instead of how we are going to make that change. After watching Pearson (2013) video, it firmly reminds us that we need to keep up with the new technologies. Whether we agree or disagree with these change, the evolution of technologies is still going to have a great impact on our practices no matter what. We cannot stop it from coming and all we can do is to adapt and adopt the change. This brings me back to the MOE initiative, aiming at all New Zealand schools to be fully integrate and adopt the Digital Curriculum by the start of 2020 and we as teachers, need to be well prepared for it. I count myself as one of the lucky ones because MindLab has made me think through about what and why I need to change in my practice, as well as provide first-handed information of how to make the change. And therefore, I am promoting MindLab to all my team and syndicate members as well as our specialist staff.

Now what?

Now I feel more confident to use more digital tools and technologies in my practice in preparing my students for future-focused leaning. And I want to continue practising them within my blended learning classroom to bring the best outcomes on my 21^st century learners. MindLab also made me to realise that some of the current jobs will no longer exit in 2020, and some new jobs are yet to exit. The question is - are we preparing our students for jobs that may not even exit or for those ones that will no longer exit in 2020? As teachers, we should rise to meet this challenge and keep up with the modern devices and the latest educational tools and technologies. And if we are not keeping up with the new technologies, we are not doing any favour for our students (of Generation X) in this inter-connected world of teaching and learning.

References

Daggett, B. (2014). Addressing Current and Future Challenges in Education. Retrieved from http://www.leadered.com/pdf/2014MSC_AddressingCurrentandFutureChallenges.pdf

MOE. Future-focused Learning: Additional Resources.  https://www.youtube.com/watch?v=8lOKS8Mv-8M

OECD. (2016) Trends Shaping Education 2016, OECD Publishing, Paris. DOI:http://dx.doi.org/10.1787/trends_edu-2016-en

Pearson. (2013). Global trends: The world is changing faster than at any time in human history.[video].Retrieved from https://www.youtube.com/watch?v=SdZiTQy3g1g

WEEK 29: Using social online networks in teaching or professional development

“Using social media tools for student learning activities brings an engaging real-world relevance for students of all ages” (Magette, 2014).

This week, I will be reflecting on the social online networks I use for teaching using Jay and Johnson’s (2002) reflective model.

STEP 1: DESCRIPTIVE

The social media platforms I am currently using in my teaching are: Blogs (Blogger) and Content/Document (Google docs). Every class in our school has a ‘class blog’ and every student in my class have their own individual blog. Our class blog has been set up as the main platform for our online discussions over an inquiry topics/ questions/ class projects, also sharing and viewing YouTube videos, class photos, class newsletters and notices. Students participate blogging once or twice a week, either at school or from home. I monitor and moderate our class blog to make sure the discussions are on point and appropriate. And on weekly basis, I teach using Google Docs (and Hapara) which includes Google Drive, Slide, Forms… and Gmail, for sharing information and files (like the lesson plans, resources and activity tumbles) with my students.

STEP 2: COMPARATIVE

In past years, I have used Wikispaces, Edmodo, OneNote and O365 in my teaching before our school made a shift from Microsoft O365 to Google Docs. Similarly, to Wikispaces and Edmodo, Blogs provide greater opportunity for each student to have the freedom to post an inquiry question or contribute to our discussions without any disruption. According to Williamson & Jesson (2018), they have stressed the fact that students who posted on their blog more than twice a week, on average, had larger gains in reading and writing achievement than students who posted less frequently or not at all. And Magette (2014), states that “blogging tools can achieve the real-world relevance that enriches student learning.”

Screenshot 18.10.18 at 4:50pm.

According to the “Social Media Tools” – Survey, the graph above shows the social media platforms that teachers have used while teaching/leading. The most popular platform is the Video (Netflix, YouTube, Vimeo, TED…) with 92.7%, followed by the Content/Documents (Slideshare, O365, Google Docs, Prezi…) with 72.9%, and then Blogs (Blogger, Wordpress or other…) with 53.1%.  This gives me a great satisfaction about the social media platforms that I currently using with my own class are the most popular ones for teachers.

STEP 3: CRITICAL REFLECTION

According to Magette (2014), the use of social media in any classroom becomes a natural way to teach students critical digital citizenship skills, …and learning to effectively communicate on social media is an essential 21st-century skill. However, there is a risk using some of the social media platforms. From last week’s reflection, we understand that social media can bring challenging and ethical dilemma for teachers in terms of “improper use of social media within the context of school” and “blurred personal and professional boundaries in electronic communication.” The implications for using social media in teaching are, firstly to make sure that the social media policy is in place and then get the parent’s consents.

REFERENCES

Magette, K. (2014). Embracing social media: a practical guide to manage risk and leverage opportunity. Rowman & Littlefield Publishers. (Available in Unitec library).

Seaman, J., & Tinti-Kane, H. (2013). Social media for teaching and learning. Babson Survey Research Group. Retrieved fromhttp://www.onlinelearningsurvey.com/reports/social-media-for-teaching-and-learning-2013-report.pdf

Whitaker, T., Zoul, J., & Casas, J. (2015). What connected educators do differently. New York, NY: Routledge.

Williamson, R., & Jesson, R. (2018). Evaluating the Impact of Participation in the Summer Learning Journey Blogging Programme. Auckland, New Zealand: The University of Auckland. Retrieved from https://drive.google.com/file/d/15cIdomtuxOXEGT_aTttxm_y8If18l_EJ/view

WEEK 28 - Legal and ethical contexts in my digital practice

This week, I choose Rolfe et al.’s (2001) reflective model, which is based upon three simple questions: What? So what? Now what? My ethical dilemma involved blurring personal and professional boundaries using social media.

Step 1 (What?)

Teacher ‘X’ (a beginning teacher) took some random photos of her with some of her male students hugging each other. In the weekend, Teacher ‘X’ posted these photos on her personal social media without the consents of those students and their parents. Teacher ‘X’ and I are friends on social media, so I also viewed those photos. I advised Teacher ‘X’ to remove those photos immediately, however, Teacher ‘X’ ignored the advice, so I was unsure what I should do.

Step 2 (So what?)

I will use Ehrich et al. (2011) who have developed an ethical decision-making model shown below.

The critical incident that triggered this dilemma is when I came across those photos of Teacher ‘X’ and her students being shared on social media and do not know what to do because Teacher ‘X’ has ignored her advice.

The set of forces (or factors) at play create a concern about my colleague, the students and their whanaus, as well as the reputation of the school. These forces are:

• ·       Professional ethics – central this dilemma for myself is the professionalism of Teacher ‘X’ and her own sense of behaviour to act professionally to meet the ethic of respect in regarding to students’ privacy and school’s digital policies.

• ·       Ethic of care - I was concerned about the possible career ramifications if Teacher ‘X’ loses her job.

• ·       Public interest – is also highlight in the fact that Teacher ‘X’ is accountable for how she maintains professional relationships and behaviours with her students.

• ·       School community - if the parents question Teacher ‘X’’s behaviour and take legal action. This could also become a disrepute for the school’s reputation.

The individual in this dilemma is visible and it is “me”. And in this case, I brought my own professional ethics to resolve this dilemma in the possible way I could, whether it may focus on the ramifications and consequences or my relationship with Teacher ‘A’. It was important for me to share this dilemma with to someone else.

The interactions among the various forces mentioned above and my personal ethics determine the action or no action that I would take. I could either pretend that I didn’t see those photos on social media or I could immediately inform the principal about it.

Whatever decision I would make, the decision is more likely to have an impact on me personally, my colleague, the students and parents, and the school. For instance, if I ignore what I saw on social media, the implications are most serious for Teacher ‘X’’s employment and the school more broadly. I have decided to approach the principal to avoid of developing another dilemma. Teacher ‘X’ did not face any serious ramification, instead she was directed to remove those photos immediately with a formal warning to stop hugging students. At the end, it was a great learning experience.

Step 3 (Now what?)

"Our Code, Our Standards" reminds us of our obligations and responsibilities to others and the need to demonstrate high standards of professional behaviour in all we do. Also, the Code provide the learners, families and the public with confidence and trust that all members of the profession have agreed to uphold high standards of ethical behaviour (Education Council, 2017). We should commit to the profession by: engaging in professional, respectful and collaborative relationships with colleagues; and demonstrating a high standard of professional behaviour and integrity. And I should also commit to the students by promoting the well-being of learners and protecting them from harm (Education Council, 2017).

References

Ehrich, L. C., Kimber M., Millwater, J. & Cranston, N. (2011). Ethical dilemmas: a model to understand teacher practice, Teachers and Teaching: theory and practice, 17:2, 173-185, DOI: 10.1080/13540602.2011.539794

Education Council. (2017). Our Code Our Standards. Retrieved from: https://educationcouncil.org.nz/sites/default/files/Our%20Code%20Our%20Standards%20web%20booklet%20FINAL.pdf

Ministry of Education. (2015). DIGITAL TECHNOLOGY Safe and responsible use in schools. Wellington: New Zealand: Author. Retrieved from https://www.education.govt.nz/assets/Documents/School/Managing-and-supporting-students/DigitalTechnologySafeAndResponsibleUseInSchs.pdf