Education in the 21st century.

Reflection #3: The impact of Indigenous knowledge and cultural responsiveness on place-based learning. Have you ever thought about the deeper meaning of cultural responsiveness? Imagine yourself in different classrooms each day, with teachers’ different expectations of what you should learn, how you should behave and it’s completely different from that what you have learnt at home. Hammond, (2014) explains that cultural responsiveness allows me to update my practice so that I can develop every student’s intellectual ability through an engaging and motivating effort. The pedagogy of culturally responsive teaching identifies and includes different cultural groups of students in all areas of learning (Getting Smart, 2017). Today, many students around the globe, do not hear or read anything in their classrooms about their histories or people from their cultures (Nakashima, 2010). This is due to educators who might only use traditional means of teaching, using one curriculum and belie

Reflection #4. When implementing place-based education, what effect will the use of iPads have on the general behaviour of my year 1 students? My year one students are mainly expected to settle in and abide by formal education expectations and I am expected to follow the mainstream curriculum. However, I have various students (whom I had to refer) who display rather challenging behaviours such as leaving the classroom, using offensive language and being disruptive. My students have been allowed to use iPads for mainly online reading. Therefore, I am curious to find out how my students will behave when given the opportunity to work with iPads while engaging in place-based projects, - a new innovation I would like to pursue. Besides behaviour, the formal curriculum might also play a role in behavioural issues. Research confirms that high numbers of referrals regarding disciplinary issues take place in schools globally (Hershfeldt et al., 2009). Johansen et al., (2011) argue that ho