Reflection #7:
A reflection on how digital and collaborative innovations can relate to national guidelines and contemporary educational theories.
Clear guidelines in our national curriculum show that relevant relationships as a foundation, should be formed with our students, parents and whanau in order to structure our technology curriculum (MoE, n.d.) which has been well established during the previous lock-down period during student’s online learning.
Our reviewed New Zealand Curriculum as well as Te Marautanga o Aotearoa include the revised technology learning area (MoE, n.d.) stipulates that students should have equal, authentic and cultural learning opportunities to become digitally literate while learning (MoE, n.d.). And this is what I offered my students during my digital and collaborative innovation.
Another guideline points out that my students have to make progress through new learning (MoE, n.d.) even when using an iPad. With new information regarding sustainability they became knowledgeable and now they can do their own research on Youtube Kids. I also need to communicate my students’ progress to the next year level staff who will again support students’ digital learning journeys. The indicators of progression as a guideline, will help in this regard (MoE, n.d.).
The e-Learning Framework (eLPF) gives me direction regarding my own e-learning progress and capabilities (MoE, n.d.) and helps me to reflect on my digital practice regarding my skills and knowledge which have increased through professional development and digital studies. This itself has a positive impact on my students’ engagement in digital learning which in return has helped them to become knowledgeable and confident digital learners. I can now continue to build on my skills while supporting my students to further enhance their learning in digital technology (MoE, n.d.).
I have informed parents online that the national curriculum in digital technology is available in the Maori medium (MoE, n.d.). They are now aware that the Hangarau Matihiko tells us how we can use technology as knowledge to solve problems (MoE, n.d.). Parents also have the link to the Kauwhata reo website to enhance their children’s learning through a digital Maori medium, where they can download books to read with their children (MoE, n.d.) as well as in other cultures such as Tongan and Samoan.
This refers me also to Tapasā (Teaching Council NZ, n.d.) and according to Turu 1, (Competency) I demonstrate that I am aware of the variety of ethnic languages and cultures of my Pacific learners in my classroom. I also have collaborative and respectful relationships with my Pacific learners as their well-being and learning is highly valued (Teaching Council NZ, n.d.) according to Turu 2. According to Turu 3, (Teaching Council NZ, n.d.) I am expected to implement effective educational approaches for my Pacific students and this includes learning in digital technology. This is now a school-wide focus and I am very excited to see how this unfolds.
In terms of delivery models, my collaborative and digital innovation refers mostly to blended learning which combines robust classroom teaching and online learning content (Watson, 2008). During the place-based project our librarian taught my year one students face-to-face, but they also used their devices for online learning because they revisited the videos they created and then made posters. According to Watson (2008) blended learning programs have developed very slow in the K-12 classes in schools however, the combination of face-to-face collaboration and online learning provides robust and tailored learning for all students.
My innovation also made use of online learning. My students are now able to visit Youtube Kids for research about for example trees. They can also go back to Seesaw (Seesaw, n.d.) and revisit the videos we made when we created our own recycled paper. To be able to work online, students also need to learn that a device needs to be charged, switched on, and how to adjust the sound. They need to know how to find the different apps on the iPad – it’s far more than just the press of an icon and young students need to learn how to work online in order to be set up for success. No wonder Lee, (2006) explains that we need to engage and to respond to our students in an effective way to make sure they know what the next steps are.
My digital and collaborative innovation strongly relates to connectivism (Siemens, 2004), as informal learning is happening here within a social environment. My students’ learning is thus happening within the completion of tasks related to their place-based project as well as through communities of practice (Siemens, 2004). Thus, connectivism is a digital age-related theory whereas behaviourism, constructivism and cognitivism actually do not acknowledge that learning happens outside a person (Siemens, 2004).
Furthermore, communities of practice also support knowledge management in my classroom (Kasemsap, 2016) as it acts as social learning views which enhance participation as well as shared engagement. This theory is strongly linked with digital artifacts which enable groups in the community to share knowledge in an effective way without restrictions (Kasemsap, 2016).
Therefore, it is my responsibility as a teacher to follow the teaching standards which refer to teaching strategies, activities, methods and technologies for the benefit of my students in my class (Teaching Council New Zealand, n.d.).
References:
Kasemsap, K. (2016). Utilizing communities of practice to facilitate knowledge sharing in the digital age. In Organizational knowledge facilitation through communities of practice in emerging markets (pp. 198-224). IGI Global.
Lee, K. T. (2006). Online learning in primary schools: Designing for school culture change. Educational Media International, 43(2), 91-106.
Ministry of Education. (n.d.). Digital Technologies in the national curriculum. Retrieved from https://elearning.tki.org.nz/Teaching/Curriculum-learning-areas/Digital-Technologies-in-the-curriculum
Ministry of Education. (n.d.). How might you use the e-Learning Planning Framework? A possible approach. Retrieved from file:///C:/Users/pmkle/Downloads/How%20might%20you%20use%20the%20eLPF-A%20possible%20approach.pdf
Ministry of Education. (n.d). Information for students: What is the Digital Technologies and Hangarau Matihiko (DT and HM) curriculum about? Retrieved from https://www.education.govt.nz/our-work/changes-in-education/digital-technologies-and-hangarau-matihiko-learning/information-for-students/
Ministry of Education. (n.d.). Kauwhata reo. Retrieved from https://kauwhatareo.govt.nz/
Ministry of Education. (n.d.). Leading local curriculum design in the revised technology learning area: Equipping your students for tomorrow’s world. Retrieved from https://nzcurriculum.tki.org.nz/Strengthening-local-curriculum/Leading-local-curriculum-guide-series/Revised-technology-learning-area#high-impact_practice1
Ministry of Education. (n.d.). Pasifika Dual Language Resources: What are they? Retrieved from https://literacyonline.tki.org.nz/Literacy-Online/Planning-for-my-students-needs/Pasifika-dual-language-books/Introduction-to-resources
Ministry of Education. (n.d.). Technology in the NZC. Retrieved from https://technology.tki.org.nz/Technology-in-the-NZC
Ministry of Education. (n.d.). The e-Learning Planning Framework explained. Retrieved from https://elearning.tki.org.nz/Professional-learning/e-Learning-Planning-Framework#js-tabcontainer-1-tab-2
SeeSaw. (n.d.). Seesaw: Remote Learning with Seesaw. Retrieved from https://web.seesaw.me/
Siemens, G. (2004). Elearnspace. Connectivism: A learning theory for the digital age. Elearnspace. org.
Teaching Council New Zealand. (n.d.). Our Code Our Standards: Code of Professional Responsibility and Standards for the Teaching Profession. Retrieved from https://teachingcouncil.nz/sites/default/files/Our%20Code%20Our%20Standards%20web%20booklet%20FINAL.pdf
Teaching Council NZ. (n.d.). Tapasā: Cultural Competencies Framework for Teachers of Pacific Learners. Retrieved from https://teachingcouncil.nz/content/tapas%C4%81-cultural-competencies-framework-teachers-of-pacific-learners
Watson, J. (2008). Blended Learning: The Convergence of Online and Face-to-Face Education. Promising Practices in Online Learning. North American Council for Online Learning.
A reflection on how digital and collaborative innovations can relate to national guidelines and contemporary educational theories.
Clear guidelines in our national curriculum show that relevant relationships as a foundation, should be formed with our students, parents and whanau in order to structure our technology curriculum (MoE, n.d.) which has been well established during the previous lock-down period during student’s online learning.
Our reviewed New Zealand Curriculum as well as Te Marautanga o Aotearoa include the revised technology learning area (MoE, n.d.) stipulates that students should have equal, authentic and cultural learning opportunities to become digitally literate while learning (MoE, n.d.). And this is what I offered my students during my digital and collaborative innovation.
Another guideline points out that my students have to make progress through new learning (MoE, n.d.) even when using an iPad. With new information regarding sustainability they became knowledgeable and now they can do their own research on Youtube Kids. I also need to communicate my students’ progress to the next year level staff who will again support students’ digital learning journeys. The indicators of progression as a guideline, will help in this regard (MoE, n.d.).
The e-Learning Framework (eLPF) gives me direction regarding my own e-learning progress and capabilities (MoE, n.d.) and helps me to reflect on my digital practice regarding my skills and knowledge which have increased through professional development and digital studies. This itself has a positive impact on my students’ engagement in digital learning which in return has helped them to become knowledgeable and confident digital learners. I can now continue to build on my skills while supporting my students to further enhance their learning in digital technology (MoE, n.d.).
I have informed parents online that the national curriculum in digital technology is available in the Maori medium (MoE, n.d.). They are now aware that the Hangarau Matihiko tells us how we can use technology as knowledge to solve problems (MoE, n.d.). Parents also have the link to the Kauwhata reo website to enhance their children’s learning through a digital Maori medium, where they can download books to read with their children (MoE, n.d.) as well as in other cultures such as Tongan and Samoan.
This refers me also to Tapasā (Teaching Council NZ, n.d.) and according to Turu 1, (Competency) I demonstrate that I am aware of the variety of ethnic languages and cultures of my Pacific learners in my classroom. I also have collaborative and respectful relationships with my Pacific learners as their well-being and learning is highly valued (Teaching Council NZ, n.d.) according to Turu 2. According to Turu 3, (Teaching Council NZ, n.d.) I am expected to implement effective educational approaches for my Pacific students and this includes learning in digital technology. This is now a school-wide focus and I am very excited to see how this unfolds.
In terms of delivery models, my collaborative and digital innovation refers mostly to blended learning which combines robust classroom teaching and online learning content (Watson, 2008). During the place-based project our librarian taught my year one students face-to-face, but they also used their devices for online learning because they revisited the videos they created and then made posters. According to Watson (2008) blended learning programs have developed very slow in the K-12 classes in schools however, the combination of face-to-face collaboration and online learning provides robust and tailored learning for all students.
My innovation also made use of online learning. My students are now able to visit Youtube Kids for research about for example trees. They can also go back to Seesaw (Seesaw, n.d.) and revisit the videos we made when we created our own recycled paper. To be able to work online, students also need to learn that a device needs to be charged, switched on, and how to adjust the sound. They need to know how to find the different apps on the iPad – it’s far more than just the press of an icon and young students need to learn how to work online in order to be set up for success. No wonder Lee, (2006) explains that we need to engage and to respond to our students in an effective way to make sure they know what the next steps are.
My digital and collaborative innovation strongly relates to connectivism (Siemens, 2004), as informal learning is happening here within a social environment. My students’ learning is thus happening within the completion of tasks related to their place-based project as well as through communities of practice (Siemens, 2004). Thus, connectivism is a digital age-related theory whereas behaviourism, constructivism and cognitivism actually do not acknowledge that learning happens outside a person (Siemens, 2004).
Furthermore, communities of practice also support knowledge management in my classroom (Kasemsap, 2016) as it acts as social learning views which enhance participation as well as shared engagement. This theory is strongly linked with digital artifacts which enable groups in the community to share knowledge in an effective way without restrictions (Kasemsap, 2016).
Therefore, it is my responsibility as a teacher to follow the teaching standards which refer to teaching strategies, activities, methods and technologies for the benefit of my students in my class (Teaching Council New Zealand, n.d.).
References:
Kasemsap, K. (2016). Utilizing communities of practice to facilitate knowledge sharing in the digital age. In Organizational knowledge facilitation through communities of practice in emerging markets (pp. 198-224). IGI Global.
Lee, K. T. (2006). Online learning in primary schools: Designing for school culture change. Educational Media International, 43(2), 91-106.
Ministry of Education. (n.d.). Digital Technologies in the national curriculum. Retrieved from https://elearning.tki.org.nz/Teaching/Curriculum-learning-areas/Digital-Technologies-in-the-curriculum
Ministry of Education. (n.d.). How might you use the e-Learning Planning Framework? A possible approach. Retrieved from file:///C:/Users/pmkle/Downloads/How%20might%20you%20use%20the%20eLPF-A%20possible%20approach.pdf
Ministry of Education. (n.d). Information for students: What is the Digital Technologies and Hangarau Matihiko (DT and HM) curriculum about? Retrieved from https://www.education.govt.nz/our-work/changes-in-education/digital-technologies-and-hangarau-matihiko-learning/information-for-students/
Ministry of Education. (n.d.). Kauwhata reo. Retrieved from https://kauwhatareo.govt.nz/
Ministry of Education. (n.d.). Leading local curriculum design in the revised technology learning area: Equipping your students for tomorrow’s world. Retrieved from https://nzcurriculum.tki.org.nz/Strengthening-local-curriculum/Leading-local-curriculum-guide-series/Revised-technology-learning-area#high-impact_practice1
Ministry of Education. (n.d.). Pasifika Dual Language Resources: What are they? Retrieved from https://literacyonline.tki.org.nz/Literacy-Online/Planning-for-my-students-needs/Pasifika-dual-language-books/Introduction-to-resources
Ministry of Education. (n.d.). Technology in the NZC. Retrieved from https://technology.tki.org.nz/Technology-in-the-NZC
Ministry of Education. (n.d.). The e-Learning Planning Framework explained. Retrieved from https://elearning.tki.org.nz/Professional-learning/e-Learning-Planning-Framework#js-tabcontainer-1-tab-2
SeeSaw. (n.d.). Seesaw: Remote Learning with Seesaw. Retrieved from https://web.seesaw.me/
Siemens, G. (2004). Elearnspace. Connectivism: A learning theory for the digital age. Elearnspace. org.
Teaching Council New Zealand. (n.d.). Our Code Our Standards: Code of Professional Responsibility and Standards for the Teaching Profession. Retrieved from https://teachingcouncil.nz/sites/default/files/Our%20Code%20Our%20Standards%20web%20booklet%20FINAL.pdf
Teaching Council NZ. (n.d.). Tapasā: Cultural Competencies Framework for Teachers of Pacific Learners. Retrieved from https://teachingcouncil.nz/content/tapas%C4%81-cultural-competencies-framework-teachers-of-pacific-learners
Watson, J. (2008). Blended Learning: The Convergence of Online and Face-to-Face Education. Promising Practices in Online Learning. North American Council for Online Learning.
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