Mindlab by Unitec: My Postgraduate Learning Journey

07 March 2016 (APC Week 32 - Task 10)

Putting It All Together

It's important for all of us as professional educators to both understand and evaluate our own practise. Osterman & Kottkamp (1993) offer us a useful model that links in well with the practical aspects of developing a pedgogical approach.

Figure 1: Osterman & Kottcamp (1993) - Source Article

My experiences over the course of the past 32 weeks for my Mindlab studies has certainly provided me with a greater understanding of what Teaching As Inquiry looks and feels like 'in action'. I for one now firmly believe that the professional awareness that this approach generates within us can have a positive lasting impact on how I approach my own leading and learning roles in future.

Being able to reflect on my own practise whilst  experiencing new professional experiences has been both eye opening and horizon broadening. Meeting and collaborating with educators from around the country (and even overseas) as part of my studies has been a revelation that has extended my own view of the profession well beyond geographical boundaries and current points of view. 

In a New Zealand educational context, the Ministry of Education has set criteria for practising teacher in e-learning. For the reflective purposes of this blog entry, here's some evidence  from my studies to support a few of the criteria I have met well over the past 32 weeks...

When reviewing how I have used this "Professional knowledge in practice", Criteria 7 leaps to my attention: how I "Promote a collaborative, inclusive, and supportive learning environment". Plenty of evidence of this is freely available on our class blog and learning hub website that I have collaborated on with my colleagues. Many of the posts on this blog also demonstrate how I have been sharing what I have learned with my wider community of practise, too.

Looking at the criteria around "Professional relationships and professional values", two immediately spring to my attention as having been well met over the course of my studies, and within my teaching practise for many years now.

"Criteria 3: Demonstrate commitment to bicultural partnership in Aotearoa / New Zealand." Apart from this being a strong underpinning element in several of my internally submitted essays for my recent studies, my recent blog entry on cultural inclusiveness effectively summarises my own understanding and drive to include this as part of my pedagogical and ethical approach to my leading and learning.

As a useful segue, "Criteria 4: Demonstrate commitment to ongoing professional learning and development of professional personal practice" also leads me to the final part of this blog entry...

Where to Next?

I've long questioned the established ways of doing things, and my being open to new ways of leading and learning have been a definite asset for this course of study. It seems to me as if the opportunities are only as limited by our own individual and collective vision(s) when it comes how we might move forward from here...

My 'Big Question' for RCIP two months ago - the question now, for me is, do I limit my understanding of a Community of Learning to a geographically bounded area, as a simplistic case study that can be replicated elsewhere - or begin to consider myself a part of a global community of learning...

The academic research and case studies I've viewed fill me with a quiet optomism as to where it all may lead; and the cautionary tales and as yet under-researched areas should likely encourage each of us to look beyond traditional methodologies. There's definitely an opportunity there for me to consider studying at Masters level in future, or to at the very least encourage others to pursue this avenue.

I myself am left with a keen interest in exploring newer, more inclusive pedagogical approaches that will likely make the most of our increasingly global contexts. It's not just about hoping that innovation occurs in a timely manner and going with the proverbial flow anymore:

I firmly and passionately believe that it's vitally important for all of us as whanau  and educators alike to consider how we can  actively partcipate in changing the paradigms that we lead and learn within, as we begin to deliberately coach and mentor our students and colleagues in this new age of digital and collaborative learning...! 
 

References Cited

Osborne, M. J. (2016, 1st February). My RCIP Reflective Portfolio. [Blog Entry] Retrieved from http://postgradteacher.blogspot.co.nz/2016/02/mindlab-by-unitec-my-rcip-project-plan.html on 28th March 2016. 
Osborne, M.J. (2016, 29th February). Cultural Responsiveness within a NZ Context. [Blog Entry] Retrieved from http://postgradteacher.blogspot.co.nz/2016/02/mindlab-by-unitec-evaluating-my-own.html on 28th March 2016
Osterman, K. & Kottkamp, R.(1993) Reflective Practice for Educators. California. Cornwin Press, Inc. Retrieved from http://www.itslifejimbutnotasweknowit.org.uk/files/RefPract/Osterman_Kottkamp_extract.pdf on 28th March 2016.

Ministry of Education (NZ). Practising Teacher Criteria and e-learning. Retrieved from http://elearning.tki.org.nz/Professional-learning/Practising-Teacher-Criteria-and-e-learning on 28th March 2016

Mindlab by Unitec: Legal Contexts and Digital Identities

22 February 2016 (APC Week 30 - Activity 8)
Legal Contexts and Digital Identities

When we are in a professional role of any kind, we're likely guided or governed by a code of ethics. In New Zealand, a practising teacher must abide by the following Educational Council (2016) precepts:

"The professional interactions of teachers are governed by four fundamental principles:

• Autonomy to treat people with rights that are to be honoured and defended
• Justice to share power and prevent the abuse of power
• Responsible care to do good and minimise harm to others
• Truth to be honest with others and self." (Source)

These professional guidelines also allude to following the law and honouring the Treaty of Waitangi, the latter of which I will discuss in an upcoming blog post. 

With the use of social media being so prevalent at this time, both within and outside of the classroom, there is a need for educators to begin to understand how this new 'openess' of 'sharing' so much about ourselves can potentially compromise impact on both our professional ethics and private moral values.

The cautionary tale of the ficticious Teri Sanders in the clip below is perhaps more common than we realise - in this day and age, we've all seen 'friends' and colleagues who 'overshare' and leave us with our own ethical dilemmas.

It's likely we have all heard cases of teachers taken quietly to one side by their school principle for images of their tipsy selves or too obvious comments on social media. There's even an awareness that 'old' images or unpopular opinions shared on social media preventing people from getting jobs or losing 'tenure'. 

Where the social media behaviour has broken teaching codes of ethics in extreme ways, disciplinary action is often taken; yet, there are as of yet no specific professional teaching code of ethics for teachers at a national level in New Zealand to guide our profession.

No doubt we've all at some time or another attended staff meetings to review our school code of ethics around digital media and copyright laws at some time or another, often in response to an incident in our midst or after a particularly high profile media case...

As the technology has zoomed ahead of us, it appears to have been up to individual schools to respond to the ethical gray areas that have presented themselves.  

However, it seems timely that we all necessarily consider how our professional ethics relate to our own use of social media in our dual roles as educators and members of our communities. 

With so many schools and educators now integrating the use of social media in their ubiquitous approaches - whether it's a website, blog, Youtube, Facebook or Twitter presence, to name a few examples - we all need to recognise the ethical and legal implications for each of us in this globalised online world!

Topic: The Influence of Law and Ethics on Professional Practise
References Cited & Recommended Reading / Viewing

Cinelearning. (2014, June 7). Teacher Ethics Video - Social Media Dilemma HD. [video file] Retrieved from https://www.youtube.com/watch?v=fGQbLSEPN5w on 28th March 2016.
Chrystie. (2016, January 7). The $7,500 Blogging mistake that every blogger needs to avoid. [Blog post].
Collste, G.(2012) Applied and professional ethics. Kemanusiaan, 19(1), 17–33.
Connecticut’s Teacher Education and Mentoring Program.(2012) Ethical and Professional Dilemmas for Educator: Facilitator’s Guide.
Education Council (NZ). The Education Council Code of Ethics for Certficated Teachers. Retrieved from https://educationcouncil.org.nz/content/code-of-ethics-certificated-teachers-0 on 28th March 2016.
New Zealand Teachers Council.(2012). Establishing safeguards.[video file].
New Zealand Teachers Council (2012). Commitment to Parents/Guardians and Family/Whānau. [video file].
New Zealand Teachers Council. (2015). Teachers & Social Media.
Ministry of Education (2015). Digital technology- Safe and responsible use in school.

Mindlab by Unitec: A Case Study in Educational Social Networking

15 February 2016 (APC Week 29 - Activity 7)  

A Paradigm Shift: The Rise of Social Media

The 'World Wide Web' has now seemingly belied it's somewhat ominous name - rather than simply ensnaring us in a mesh of electronic content, it has essentially begun to make previous experential, geographical and material boundaries to our learning less and less of a limiting feature...

It's been an interesting journey as an educator in the primary school sector in New Zealand the last several years - more so with the changing role of digital media technology becoming an every day feature to learning (instead of the once weekly classroom visit to the school's "ICT suite" when I first started teaching, almost a decade ago now).

Over the past half a dozen years, my in-class teaching role has changed from using mimio 'smartboard' notebook software that I had to download on to my laptop. Then I would have to create or find downloadable files for in order to use the 'stylus' pen and data projector so that my students and I could interact directly with our whiteboard like a massive computer screen in class. (Let's not revisit having to use CDR's to install new driver software before data downloads and updates became less odiously time consuming - time has long since moved on!).

Those first "Digital Immigrants" weren't at all sure of the jargon, either... (Source)

The need for almost expert knowledge of the software and continual downloads of clipart have not long since been superceded in light of 'Cloud' based apps that allow users to 'interface' with all manner and means of digital media online. 

The need for a centralised computer suite or specialised interactive software platform pre-installed on devices to access this ubiquitous 'brave new world' has also become all but obsolete: almost every student now has full and free access to a digital device or even their very own chromebook for use within our school.

It was but a few years ago that our hosted school website required an almost expert level of knowledge to maintain - and in my role as ICT co-ordinator at our school, I was in charge of both the grunt work and for providing our teaching staff with Professional Learning and Development opportunities to try and master these cumbersome approaches to sharing our learning on an online way. 

Needless to say, few teachers mastered the website and interactive whiteboard technologies. Now these particular technology iterations seem to be quickly losing favour, as my colleagues and I all readily become familiar with the ease and availability of Cloud-based blog and website platforms at our collective fingertips.

The change has been both daunting and exciting for many of us: though I think we can all agree that our students obvious enthusiasm as 'digital natives' have buoyed us all along, as much as the exponential shift in user-friendliness of the afforementioned apps and devices.

With temporal realities no longer being as obvious as roadblock to our learners and leaders "getting connected to the twenty first century", the challenge has shifted as the need for expert ICT knowledge has also been superceded by this new era of digital collaboration.

Our favourite go-to collaborative education resource. (Source)

This blog is a useful example for the ease a person (even an established 'digital immigrant' such as myself) now has in being able to create and share their research, learning and reflections with others online. I can present my ideas in detail and provide supporting links, images and video clips that I can then share via networks available wherever there's wifi and a device to hand...

No longer am I (or my colleagues or any of my students) limited to having to ask just the physical human beings available in our immediate proximity 'what they think'; nor are we limited to having to go to libraries and rapidly aging text books for content knowledge during 'normal office hours' as it were...

Whether it's an article I've pinned on pinterest or something linked on Wikipedia, there's always plenty to read - though like my students, the wealth of ideas being explored 'out there' in cyberspace can sometimes lead me to wander well off the train of thought, quite often into whole galaxies of asides that nonetheless enrich my intellectual landscape...

If I have a question that I need to answer, I can always 'Google it', 'Youtube it' or use social media networks to read, view or ask a 'real' person and expect a readily 'viewable' answer or suggested next step in my 'inquiry'. 

Google an amusing meme on your ergonomically sound micro break. (Source)

Social media networking has been a great source of inspiration and collegiality for me as a teacher, as this recent blog post demonstrates. 

If I have found something I want others to see, I can find and share my ideas with the wider 'online public' on Twitter, or to specific groups of people on Google Plus, no matter what the time is on the proverbial clock. When I've been looking for teacher recommended pedagogical ideas that come from other New Zealand teachers, it has often been a closed group on Facebook (yes, the irony does not escape me, either).

Not sure what you've found is at all relevant to the question you started out with? To get a colleague or even an expert to weigh in, demonstrate a particular app in 'realtime' or face-to-face no longer requires Emails, texts, phone calls and/or even the cost of travel. You can Skype a colleague or expert if you have downloaded the free app; or just 'Google Hangout' with them on a handy device by using your internet browser to save valuable time and increasingly limited onboard storage space.

I myself have found Skype to be more reliable a realtime video connection when talking to people further afield (ie.: as far away as Switzerland, though the twelve hour time difference this time of year meant a few Emails back and forth to line it up). Though, given how it's taken Google only a few short years to get their office apps up to spec, one can see that it won't be long before Google Hangouts irons the glitches out of it's system and becomes as much of  go to option as it's non-cloud based predecessors...

So, in conclusion - it seems that the future of social media networking will inevitably give (and is already is giving) educators and students alike the ability to all but teleport themselves into another's immediate proxomity...

p.s. Where to next - ?

Topic: Professional Online Social Networks
References Cited & Recommended Reading/Viewing
Joosten, T.( 2013. October 22). Pearson: Social Media for Teaching and Learning.
Melhuish, K.(2013) Online social networking and its impact on New Zealand educators’professional learning. Master Thesis. The University of Waikato.
Prensky, M. (2001). Digital Natives, Digital Immigrants - Part 1. [pdf]
Office of Ed Tech. (2013, Sep 18). Connected Educators. [video file].
Silius, K., Miilumäki, T.,Huhtamäki, J.,Tebest, T., Meriläinen, J., & Pohjolainen, S.(2010) ‘Students’ motivations for social media enhanced studying and learning.’ Knowledge Management & E-Learning: An International Journal, 2, (1).
SocialMediaForKids (2014, Aug 15) Social Media For Kids® The Social Media Education Experts.[video file].
Tvoparents. (2013, May 21). Using Social Media in the Classroom.[video file].

Mindlab by Unitec: Group Collaboration

An unscripted video collaboration with Michelle and Desire' 
as part of my practicum tutorial work during the first half 
of my Mindlab PGCert in Applied Practise...