Activity 15- Put it all together
Reflect
WOW! what a journey. I like to think of it as a river. At times the river ran fast and I wanted to jump onto the bank because there was to many things weighing my boat down, but then you hit the bend and the river slows down. Then I reflect and realise just how far I have come.
When I first started I felt that I did not know a lot about technology and did not care about how Kiwi kids sat in education outside of my own classroom. I did not conciser my leadership style with peers or children and I found this part of the course hugely beneficial to my leadership journey. I adapted my style to transformational and participative and understand that at times I must be a dictator.
I learnt new stills and surprised myself with what I already knew and how quickly I can adapt to new situations, ideas and technology.
I really struggled with the online part and it was a mad rush to the end when submitting both times. I learnt that collaboration is the best thing ever and two minds are so so so much better than one. I did much better in assignment that I did with Danielle not because she is brainier than me but because I held myself accountable. This taught me that I how the knowledge and power its just how I apply it.
I enjoyed doing second half of the online tasks and looking into culture and ethics. I never really looked deeply at ethics and it reinforced everything I already do when it comes to cultural diversity. I like that the blog could at times be a vent or my own opinion.
With all the media focused on The Mindlab I feel very lucky to be completing it and I credit it to me finding my new employment so quickly.
Significant Learning Outcomes
My most significant learning outcome was the knowledge of just how behind out children. It made me so aware of NZ kids not being able to compete with 21st century ideas and entering into the adult world. To know that 70% of jobs our learners will do have not invented yet shocked me to get my butt into gear and teach these kids to be flexible and critical learners. Life skills need to have a huge emphasis in my class and a sense of ICT skills strong. I really enjoyed hearing from Frances as her message hit home and made all the hard times worth it.
Future goals against RTC and e learning 4/6 out of 12
Future Goal-
1-To support learners into strong and independent future focused and 21st century thinkers. Who have the ability to problem solve and create a future in a future we do not know.
2- To continue my learning journey and strive to be a learner in the 21st century.
RTC
Conceptualise, plan and
implement an appropriate
learning programme
I plan and implement a learning programme that reflects the culture of the learners and the school. I plan for future focused skills and thinking to happen daily. I weave in ICT into my planning not to do games but to actively teach engaging skills that will be useful in life. I plan to continue on my learning journey and have applied for a post grad certificate in maths for next year.
Show leadership that
contributes to effective
teaching and learning
I show leadership by doing. People can walk into my class and see 21st century learning happening. It is important that I lead my children into future focused thinking and challenges. My leadership paper how allowed me to reflect on my leadership and growing the leaders in my classroom.
Promote a collaborative,
inclusive and supportive
learning environment
I am converted! Collaborative learning is the way of the future. I now get students to work in small groups to problem solve and complete tasks. This teaches them to work interdependently and strive for accuracy. I support an inclusive learning environment by allowing all children to have the same experiences and support I believe all my children can achieve and be effective members of the 21st century world.
Future dreams for professional practice.
My future dreams....... Well I have many but I have enrolled for a post grad in Maths at Waikato University as a curriculum professional development.
and
Next year I will apply to become a google educator. I enjoy going to GAFE summits and conferences like those. PD is everywhere you just need to access it. I would also like to become a apple educator down the track too.
Tuesday 7 July 2015
Activity 14
Activity 14
Communication method -
At the start of each year we have a whanau hui (Parent Night). But not just 1 we have 5. One night is Samoan, Tongan, Cook Island, Maori and European and other. This way each main culture of our school is valued and they discuss issues that relate to their values and opinions. This empowers them as members of the school community as they are not just lumped into 'PACIFIKA'. We do this as we believe each culture is different. We get in interpreters and translate any paperwork we hand out into their native tongue.
We also do much of our communication via our school Facebook page as we noted the social media shift. News Letters and notes were getting lost in translation and a quick post on Facebook reached a over 70% of our families instantly. We found that parents responded back via Facebook and communication grew. This may not be ethnicity responsive but socially responsive.
Goals-
When we set goals at school we set two. We set our team goals with a percentage of students achieving over National Standards then we set our goals for our Maori learners. We set in place professional development in order to target our Maori learners and reflect on that every term. We report to teh Board of Trustees on Maori engagement.
School-wide Activities-
In order to celebrate all cultures of our community language weeks have become apart of our school make up. Say for Somoan Language Week we have a challenge per day that each class must complete using dance and language from that culture. We then learnt a school wide sasa that we all performed at assembly. We then invited schools in the wider community to come and celebrate with dances from Samoa. We then had a Fiafia where our children preformed traditional samoan dance and we sold a traditional dinner plate. These types of school-wide activities are done for all relevant language weeks through the year, ie, Maori, Cook Island, Tongan and Dwalli. These types of school-wide activities are culturally responsive to what the community wants and enjoys.
Communication method -
At the start of each year we have a whanau hui (Parent Night). But not just 1 we have 5. One night is Samoan, Tongan, Cook Island, Maori and European and other. This way each main culture of our school is valued and they discuss issues that relate to their values and opinions. This empowers them as members of the school community as they are not just lumped into 'PACIFIKA'. We do this as we believe each culture is different. We get in interpreters and translate any paperwork we hand out into their native tongue.
We also do much of our communication via our school Facebook page as we noted the social media shift. News Letters and notes were getting lost in translation and a quick post on Facebook reached a over 70% of our families instantly. We found that parents responded back via Facebook and communication grew. This may not be ethnicity responsive but socially responsive.
Goals-
When we set goals at school we set two. We set our team goals with a percentage of students achieving over National Standards then we set our goals for our Maori learners. We set in place professional development in order to target our Maori learners and reflect on that every term. We report to teh Board of Trustees on Maori engagement.
School-wide Activities-
In order to celebrate all cultures of our community language weeks have become apart of our school make up. Say for Somoan Language Week we have a challenge per day that each class must complete using dance and language from that culture. We then learnt a school wide sasa that we all performed at assembly. We then invited schools in the wider community to come and celebrate with dances from Samoa. We then had a Fiafia where our children preformed traditional samoan dance and we sold a traditional dinner plate. These types of school-wide activities are done for all relevant language weeks through the year, ie, Maori, Cook Island, Tongan and Dwalli. These types of school-wide activities are culturally responsive to what the community wants and enjoys.
Activity 13
Activity 13- Indigenous knowledge and Cultural responsive pedagogy.
own views
culturally responsive pedagogy I have implemented
As a teacher in such a diverse nation it is important that ALL students cultures are respected and identified.
It is important the equal education is given to all children in New Zealand Schools across the country. Browns discusses the change over the years since the respect for culture diversity was significant in the early 1960s, "The past few decades have challenged schools from culturally and linguistically diverse backgrounds to ensure that they receive a high quality and equatable education (Phuntsag, 1999) As a result educators are trying to develop a closer fit between student and homes" (Browns, 2007, pg 57). This to me relates to the ongoing respect of cultural diversity in the curriculum and the upholding of the Treaty of Waitangi's relation to all cultures of New Zealand.
The Practising Teachers Criteria have four guiding principles. These 4 statements protect the equality and rights of Maori and the multi-cultural make up of Aotearoa. It respects heritage, language and culture of learners.
References
Brown, M. R. (2007). Educating all students: Creating culturally responsive teachers, classrooms, and schools. Intervention in school and clinic, 43(1), 57.
R.Bishop, M.Berryman, T.Cavanagh and L.Teddy, (March 2007) Te Kotahitanga Phase 3: Establishing a Culturally Responsive Pedagogy of Relations in Mainstream Secondary School Classrooms, pp 30-31.
TKI- Inclusive Education (2015) Retrieved from - http://inclusive.tki.org.nz/guides/developing-an-inclusive-classroom-culture/
own views
culturally responsive pedagogy I have implemented
As a teacher in such a diverse nation it is important that ALL students cultures are respected and identified.
It is important the equal education is given to all children in New Zealand Schools across the country. Browns discusses the change over the years since the respect for culture diversity was significant in the early 1960s, "The past few decades have challenged schools from culturally and linguistically diverse backgrounds to ensure that they receive a high quality and equatable education (Phuntsag, 1999) As a result educators are trying to develop a closer fit between student and homes" (Browns, 2007, pg 57). This to me relates to the ongoing respect of cultural diversity in the curriculum and the upholding of the Treaty of Waitangi's relation to all cultures of New Zealand.
The Practising Teachers Criteria have four guiding principles. These 4 statements protect the equality and rights of Maori and the multi-cultural make up of Aotearoa. It respects heritage, language and culture of learners.
- “Teachers play a critical role in enabling the educational achievement of all ākonga/learners.
- The Treaty of Waitangi extends equal status and rights to Māori and Pākehā. This places a particular responsibility on all teachers in Aotearoa New Zealand to promote equitable learning outcomes.
- In an increasingly multi-cultural Aotearoa New Zealand, teachers need to be aware of and respect the languages, heritages and cultures of all ākonga.
- In Aotearoa New Zealand, the Code of Ethics / Ngā Tikanga Matatika commits certificated teachers to the highest standards of professional service in promoting the learning of those they teach.”
(Education Council of Aotearoa New Zealand, 2015, para. 2)
Registered Teacher Council Criteria
Every three years I reflect and answer the Registered Teacher Council Criteria. I have pulled out 8 out of 12 guidelines that relate and support diversity in my classroom. These are:
1.Establish and maintain
effective professional
relationships focused on
the learning and wellbeing
of ākonga
2.Demonstrate commitment
to promoting the wellbeing
of all ākonga
3.Demonstrate commitment
to bicultural partnership
in Aotearoa New Zealand
4.Demonstrate commitment
to ongoing professional
learning and development
of personal professional
practice.
7.Promote a collaborative,
inclusive and supportive
learning environment
8.Demonstrate in practice
their knowledge and
understanding of how
ākonga learn
9.Respond effectively to the
diverse language and
cultural experiences, and
the varied strengths,
interests and needs, of
individuals and groups of
ākonga
10. Work effectively within
the bicultural context of
Aotearoa New Zealand
In reflection this year I could easily reflect on these. In my class a lot of tokenism, surface stuff was going on as it was not my strength. I was culturally aware but not responsive in a deeper level. I felt that I needed to change my approach and go deeper. Not sure how I asked my parents in the class what they wanted from me in terms of their culture. I found that parents wanted me to focus on education and not worry about culture, others offered language lessons. So I got involved with any help I could get.
I believe for a child to effectively learn they need to know who they are and where they came from. During the first term each year I focus on celebrating what makes them them. This allows the classroom to become theirs as they see their culture and language on the walls and in the air. This approach relates to“In a culturally responsive classroom, effective teaching and learning occur in a culturally supported, learner-centered context, whereby the strengths students bring to school are identified, nurtured, and utilized to promote student achievement.” (Richards, Brown, & Forde, 2006, pg. 4) From their learning can grow when that relationship between culture, student and teacher is created.
On the TKI website they talk about 4 over arching statements for an inclusive classroom. These are:
Taking a community approach to supporting learning and well-being" (TKI, 2015, para 7)
What sits with im is the community approach. For a lot of our Pacifika cultures, community is so important. When teaching a child you apart of the community of that child. It does take a community to raise a child and communication with whanau is key. Parents need to feel comfortable in the classroom and having those conversations so a inclusive adult classroom needs to be included in my approach. This statement from TKI sums this idea up nicely "An inclusive classroom is one that values the contributions of all students, their families/whānau, and communities. It recognises that every learner is unique and builds on their languages, cultures, and interests; and identifies and removes any barriers to achievement." (TKI, 2015. para 7)
"Many aspects of students' lives – their language and culture, their interests, experiences, and needs – remain hidden unless we actively include them in class teaching and learning." (TKI, 2015)
It is important to be aware that all teachers and students come to class with their identity. It is our job to teach and model the respect for cultural diversity and inclusion. We need to change not the community we work for. As school that link is ours to make. We can all learn from each other and support learning from others around us. "Cultural competence, in terms of teaching, is to affirm and validate the culture/s of each
learner. It acknowledges that all learners and teachers come to the classroom as culturally
located individuals and that all interactions and learning are culturally defined." (Bishop, Berryman, Cavanagh, Teddy, 2007, Pg , 54)
References
Brown, M. R. (2007). Educating all students: Creating culturally responsive teachers, classrooms, and schools. Intervention in school and clinic, 43(1), 57.
R.Bishop, M.Berryman, T.Cavanagh and L.Teddy, (March 2007) Te Kotahitanga Phase 3: Establishing a Culturally Responsive Pedagogy of Relations in Mainstream Secondary School Classrooms, pp 30-31.
TKI- Inclusive Education (2015) Retrieved from - http://inclusive.tki.org.nz/guides/developing-an-inclusive-classroom-culture/
Activity 12
Activity 12- Code of Ethics
In this blog post I will investigate the code of ethics principles, relate it to my teaching.
Teachers resisted to practice in New Zealand are committed to the standards of professional service to best teach the children that sit before them. This professional code is collaborated with learners, parents, colleagues and the community you serve. It upholds the professional to reflect on the learner's ability, culture, gender, age and development.
The Code of Ethics of New Zealand teachers is governed by four principles:
-Autonomy to treat people with rights.
- Justice to share power
- Responsible care meaning to do good to others and not harm
- Truth to be honest with yourself and others
The Code of Ethics also upholds the Treaty of Waitangi and reflect and make decisions based around the "rights and aspirations of Maori as tangata whenua." (New Zealand Teachers Council, 2004, para. 4)
There are 4 codes that professionals need to relate to. I will explain each code and relate it to my teaching practice.
1- Commitment to learners.
"The primary professional obligation of registered teachers is to those they teach. Teachers nurture the capacities of all learners to think and act with developing independence, and strive to encourage an informed appreciation of the fundamental values of a democratic society." (New Zealand Teachers Council, 2004, para. 5)
Teachers must create professional relationships with learners, knowing what makes each child tick and their interests. Knowing learners and participating in professional development about curriculum needs of those they teach. Support learners in a holistic view and cater to all needs of the learner.
2. Commitment to parents/guardians and whanau/family.
"Teachers recognise that they work in collaboration with the parents/guardians and family/whānau of learners, encouraging their active involvement in the education of their children. They acknowledge the rights of caregivers to consultation on the welfare and progress of their children and respect lawful parental authority, although professional decisions must always be weighted towards what is judged to be the best interests of learners." (New Zealand Teachers Council, 2004, para. 7)
Teachers must work with parents when making decisions regarding their childs learning. We must form a professional relationship with parents and by honest when reporting. It is important that we respect the privacy of parents and their child.
3- Commitment to society
"Teachers are vested by the public with trust and responsibility, together with an expectation that they will help prepare students for life in society in the broadest sense." (New Zealand Teachers Council, 2004, para. 9)
Teachers jobs don't just belong in the classroom. This ethic relates to the social justice of some students and putting in place support that promotes equality of opportunity. Teach morals that uphold society. This relates to applied ethics in the classroom.
3- Commitment to the profession.
"In the belief that the quality of the services of the teaching profession influences the nation and its citizens, teachers shall exert every effort to maintain and raise professional standards, to promote a climate that encourages the exercise of professional judgement, and to achieve conditions which attract persons worthy of trust to careers in education." (New Zealand Teachers Council, 2004, para. 11)
This relates to Collste (2012) paper on professional ethics. It upholds the teaching profession and the behaviour of other teachers. It is about supporting new teachers to the profession and continuing professional development. This codes relates to the law and upholding the policy of society.
In this blog post I will investigate the code of ethics principles, relate it to my teaching.
Teachers resisted to practice in New Zealand are committed to the standards of professional service to best teach the children that sit before them. This professional code is collaborated with learners, parents, colleagues and the community you serve. It upholds the professional to reflect on the learner's ability, culture, gender, age and development.
The Code of Ethics of New Zealand teachers is governed by four principles:
-Autonomy to treat people with rights.
- Justice to share power
- Responsible care meaning to do good to others and not harm
- Truth to be honest with yourself and others
The Code of Ethics also upholds the Treaty of Waitangi and reflect and make decisions based around the "rights and aspirations of Maori as tangata whenua." (New Zealand Teachers Council, 2004, para. 4)
There are 4 codes that professionals need to relate to. I will explain each code and relate it to my teaching practice.
1- Commitment to learners.
"The primary professional obligation of registered teachers is to those they teach. Teachers nurture the capacities of all learners to think and act with developing independence, and strive to encourage an informed appreciation of the fundamental values of a democratic society." (New Zealand Teachers Council, 2004, para. 5)
Teachers must create professional relationships with learners, knowing what makes each child tick and their interests. Knowing learners and participating in professional development about curriculum needs of those they teach. Support learners in a holistic view and cater to all needs of the learner.
2. Commitment to parents/guardians and whanau/family.
"Teachers recognise that they work in collaboration with the parents/guardians and family/whānau of learners, encouraging their active involvement in the education of their children. They acknowledge the rights of caregivers to consultation on the welfare and progress of their children and respect lawful parental authority, although professional decisions must always be weighted towards what is judged to be the best interests of learners." (New Zealand Teachers Council, 2004, para. 7)
Teachers must work with parents when making decisions regarding their childs learning. We must form a professional relationship with parents and by honest when reporting. It is important that we respect the privacy of parents and their child.
3- Commitment to society
"Teachers are vested by the public with trust and responsibility, together with an expectation that they will help prepare students for life in society in the broadest sense." (New Zealand Teachers Council, 2004, para. 9)
Teachers jobs don't just belong in the classroom. This ethic relates to the social justice of some students and putting in place support that promotes equality of opportunity. Teach morals that uphold society. This relates to applied ethics in the classroom.
3- Commitment to the profession.
"In the belief that the quality of the services of the teaching profession influences the nation and its citizens, teachers shall exert every effort to maintain and raise professional standards, to promote a climate that encourages the exercise of professional judgement, and to achieve conditions which attract persons worthy of trust to careers in education." (New Zealand Teachers Council, 2004, para. 11)
This relates to Collste (2012) paper on professional ethics. It upholds the teaching profession and the behaviour of other teachers. It is about supporting new teachers to the profession and continuing professional development. This codes relates to the law and upholding the policy of society.
So why do we need a code of ethics?
"Codes of conduct offer an invaluable opportunity for responsible organizations to create a positive public identity for themselves which can lead to a more supportive political and regulatory environment and an increased level of public confidence and trust among important constituencies and stakeholders." (Ethics Resource Center, 2012, para 5)
How do these Codes of Ethics Govern the Teaching Profession?
I believe that the codes of ethics set by the Teachers Council allow all teachers to uphold and understand the value of teaching. I believe its important for society that professions like law, medicine and teaching (all fundamental professions of a well balanced society) have a code of ethics they must adhere to. It provides a sense of trust in such an important professional. This meaning that best practice is provided and there is a protection of students, family and myself. It hold accountability and sets expectation for all practitioners.
References
Ethics Resource Center, 2012 ,Why Have a Code of Ethics.
Retrieved from - http://www.ethics.org/resource/why-have-code-conduct
New Zealand Teachers Council. (2004). Code of Ethics for Registered Teachers. Retrieved from http://www.educationcouncil.org.nz/required/ethics/codeofethics.stm
Activity 11
Activity 11- Code of Ethics
Applied and Professional Ethics by Goran Collste
Ethics are at the root of all businesses and professionals. It upholds actions and direction of companies and upholds a professional standard.
Collste describes two forms of ethics:
"Applied ethics is the art or science of reflecting on moral dilemmas and moral problems in different social context." (Collste, 2012, pg. 18)
"Professional ethics develops within a community of professionals. For older and established professions, professional ethics is the result of a tradition of moral thinking." (Collste, 2012, pg. 14)
Applied ethics is the human being side, the judgement of social interactions. It is the moral and reflection of situations. Collste describes this in "We engage in ethics when we start to reflect on our moral judgements and actions: why is this behaviour right? What is the reason for this act? Can this act be justified? Hence, ethics is reflection on morality or, one might say, the theory of morality." (Collste, 2012, pg. 2)
Professional ethics is the ongoing reflection and decision making of professionals where situations are discussed in a professional manner. Professional ethics is based on the practice of a profession. Factors are concentrated and argued from and against theory and pedagogy related to each profession.
"A relation exists between applied ethics and professional ethics. One might even say that professional ethics mirrors applied ethics." (Collste, 2012, pg. 12) As professionals it is important that we consider our applied ethics as this makes us who we are in society, but in as a professional teacher we must uphold and consider the professional factors of good business and the law. In education the Code of Ethics for Certificated Teachers underlines the profession and supports “the requirements of the law as well as the obligation of teachers to honour the Treaty of Waitangi by paying particular attention to the rights and aspirations of Māori as tangata whenua.” (Education Council, 2015, para. 4) These ethics are also a unwritten agreement between parents and teachers, that in its self holds huge importance when dealing with someone's children.
References
Collste, G. (2007). Applied and professional ethics–an introduction.Perspectives on applied ethics, 22.
retrieved from - http://web.usm.my/kajh/vol19_1_2012/KAJH19_1_2012_2.pdf
Education Council of Aotearoa New Zealand. (2015). Code of Ethics for Certified Teachers.
retrieved from- http://www.educationcouncil.org.nz/content/code-ethics-registered-teachers-0
Applied and Professional Ethics by Goran Collste
Ethics are at the root of all businesses and professionals. It upholds actions and direction of companies and upholds a professional standard.
Collste describes two forms of ethics:
"Applied ethics is the art or science of reflecting on moral dilemmas and moral problems in different social context." (Collste, 2012, pg. 18)
and
"Professional ethics develops within a community of professionals. For older and established professions, professional ethics is the result of a tradition of moral thinking." (Collste, 2012, pg. 14)
Applied ethics is the human being side, the judgement of social interactions. It is the moral and reflection of situations. Collste describes this in "We engage in ethics when we start to reflect on our moral judgements and actions: why is this behaviour right? What is the reason for this act? Can this act be justified? Hence, ethics is reflection on morality or, one might say, the theory of morality." (Collste, 2012, pg. 2)
Professional ethics is the ongoing reflection and decision making of professionals where situations are discussed in a professional manner. Professional ethics is based on the practice of a profession. Factors are concentrated and argued from and against theory and pedagogy related to each profession.
"A relation exists between applied ethics and professional ethics. One might even say that professional ethics mirrors applied ethics." (Collste, 2012, pg. 12) As professionals it is important that we consider our applied ethics as this makes us who we are in society, but in as a professional teacher we must uphold and consider the professional factors of good business and the law. In education the Code of Ethics for Certificated Teachers underlines the profession and supports “the requirements of the law as well as the obligation of teachers to honour the Treaty of Waitangi by paying particular attention to the rights and aspirations of Māori as tangata whenua.” (Education Council, 2015, para. 4) These ethics are also a unwritten agreement between parents and teachers, that in its self holds huge importance when dealing with someone's children.
References
Collste, G. (2007). Applied and professional ethics–an introduction.Perspectives on applied ethics, 22.
retrieved from - http://web.usm.my/kajh/vol19_1_2012/KAJH19_1_2012_2.pdf
Education Council of Aotearoa New Zealand. (2015). Code of Ethics for Certified Teachers.
retrieved from- http://www.educationcouncil.org.nz/content/code-ethics-registered-teachers-0
Sunday 5 July 2015
Activity 10
Activity 10
Ethical Dilemma:
As teachers use different social media platforms to display children work and connect with link minded people all over the world.
As we hand out the Cyber safety agreement that allows the use of children's faces and work to be up loaded online there is always 1 child's parent who will con consent. There are many reasons for this. One could be for legal reasons through SYFS etc, else it can be just for parent choice.
This year my Ethical dilemma has been around this. We use twitter, instagram and blogger in class. We make videos, read stories, post pictures of faces and work and mention names online. I have 1 girl who does not have consent. This means that her group work (sometimes videos) can't be shared. I have to take everything twice (one with her and one without her). The real matter or fact is not the hassle it causes me but the issue is that this girl misses out on displaying her work outside of the physical classroom environment and gets excluded from movie making tasks. Any class photo we take or video we have to exclude her.
What I need to do is sit down with her caregivers and discuss why it is important for them and myself and see if we could compromise. If we only upload group work or mention names etc.
I was thinking of the check list and made this:
I agree to:
-Have my childs name published.
-Have shared work published.
-Have video work published.
-Have still images published
-Have distant still images or videos published.
-Publish only to blogger.
This could provide those non consent children to have the room to discover the internet.
If this compromise does not work I use Faceblur an google extension app for stills and videos to blur faces and change the name on comments.
"your kids' best online protection is you. By talking to them about potential online dangers and monitoring their computer use, you'll help them surf the Internet safely" (Kidshealth.org). It is important that children are taught internet safety so they can be positive on-line citizens.
References:
Kids health- http://kidshealth.org/parent/positive/family/net_safety.html
Ethical Dilemma:
As teachers use different social media platforms to display children work and connect with link minded people all over the world.
As we hand out the Cyber safety agreement that allows the use of children's faces and work to be up loaded online there is always 1 child's parent who will con consent. There are many reasons for this. One could be for legal reasons through SYFS etc, else it can be just for parent choice.
This year my Ethical dilemma has been around this. We use twitter, instagram and blogger in class. We make videos, read stories, post pictures of faces and work and mention names online. I have 1 girl who does not have consent. This means that her group work (sometimes videos) can't be shared. I have to take everything twice (one with her and one without her). The real matter or fact is not the hassle it causes me but the issue is that this girl misses out on displaying her work outside of the physical classroom environment and gets excluded from movie making tasks. Any class photo we take or video we have to exclude her.
What I need to do is sit down with her caregivers and discuss why it is important for them and myself and see if we could compromise. If we only upload group work or mention names etc.
I was thinking of the check list and made this:
I agree to:
-Have my childs name published.
-Have shared work published.
-Have video work published.
-Have still images published
-Have distant still images or videos published.
-Publish only to blogger.
This could provide those non consent children to have the room to discover the internet.
If this compromise does not work I use Faceblur an google extension app for stills and videos to blur faces and change the name on comments.
"your kids' best online protection is you. By talking to them about potential online dangers and monitoring their computer use, you'll help them surf the Internet safely" (Kidshealth.org). It is important that children are taught internet safety so they can be positive on-line citizens.
References:
Kids health- http://kidshealth.org/parent/positive/family/net_safety.html
Activity 9
Activity 9
Examine the application of guidelines on social media policies within your organisation.
At school we do not have a social media policy. We are aware that the world around our students is very much online and is a area we need to grow in. Our children are growing up on devices and sharing their lives with the world. We need to protect their innocence online but also their awareness of the global platform the internet is on.
“The deregulated and complex environment produced by the Internet means that we can no longer effectively “protect” young people from online challenges. Instead we now know we need to focus on preparing young people to face these challenges well. We also need to ensure that they have the knowledge and capacity to achieve and participate in this environment ethically.” (Netsafe, n.d, para. 4)
Below are what we have in place at school that relate to students being online.
1-Cyber Safety Agreement,
In our cyber-safety at Rowandale Primary School Agreement we have a introduction that explains the our cyber safe policy lines with our school values and debifits teaching and learning programmes at school. It explains our current network and restricts some sites and monitors all on-line action.
We outline the rules for the children, from basic - I will ask my teacher if I can use ICT, to giving out personal information on sites and chatting.
We get both parents and student to sign the agreement and discuss consequences if rules are broken. Teachers are made aware of these rules on induction day.
2- both sign permission to publish
We also have a Permission to Publish form where parents and students sign, allowing work, names and visuals (photos, videos) can be published online for learning purposes.
It is important that both parents and students agree to this as it allows students to have voice of their digital footprint.
3- digital citizanship in class
We actively teach digital citizanship. From login on to a app or game with year 1 to having a google account at year 5, it is important that children understand the large online world. They need to understand what wheat they post online is still going to be there 10 years later when they apply for jobs etc. Being a citizen of the online world can be life long and damaging. At a early age they need to stop and think about what is appropriate and not. It is one of the biggest skills we need to teach.
4- phones in classroom and facebook on teacher laptops.
A part of our schools agreement policy for teachers is the use of cell phones and social media sites accessed at school. There are schools that are strict in teachers only using their school laptops for school use. No facebook or pinterest allowed on the schools computers. Others have a more lenient policy. Some schools allow teachers to have their phones in their pockets and other they need to be locked away till 3. We have a very lenient culture at Rowandale where phones are used as cameras and the principal is friends with staff and parents on facebook. It is a blurred line that needs to be revisited asap.
As the world changes schools need to stay connected and policy up to date. We need to remember our reason for doing what we do and provide a rich learning environment while still protecting our kids. We as professionals need to model safe use of social media and expose students in a controlled setting. We need to teach values and expose them to the positive and negative aspects of the world wide web.
References:
Examine the application of guidelines on social media policies within your organisation.
At school we do not have a social media policy. We are aware that the world around our students is very much online and is a area we need to grow in. Our children are growing up on devices and sharing their lives with the world. We need to protect their innocence online but also their awareness of the global platform the internet is on.
“The deregulated and complex environment produced by the Internet means that we can no longer effectively “protect” young people from online challenges. Instead we now know we need to focus on preparing young people to face these challenges well. We also need to ensure that they have the knowledge and capacity to achieve and participate in this environment ethically.” (Netsafe, n.d, para. 4)
Below are what we have in place at school that relate to students being online.
1-Cyber Safety Agreement,
In our cyber-safety at Rowandale Primary School Agreement we have a introduction that explains the our cyber safe policy lines with our school values and debifits teaching and learning programmes at school. It explains our current network and restricts some sites and monitors all on-line action.
We outline the rules for the children, from basic - I will ask my teacher if I can use ICT, to giving out personal information on sites and chatting.
We get both parents and student to sign the agreement and discuss consequences if rules are broken. Teachers are made aware of these rules on induction day.
2- both sign permission to publish
We also have a Permission to Publish form where parents and students sign, allowing work, names and visuals (photos, videos) can be published online for learning purposes.
It is important that both parents and students agree to this as it allows students to have voice of their digital footprint.
3- digital citizanship in class
We actively teach digital citizanship. From login on to a app or game with year 1 to having a google account at year 5, it is important that children understand the large online world. They need to understand what wheat they post online is still going to be there 10 years later when they apply for jobs etc. Being a citizen of the online world can be life long and damaging. At a early age they need to stop and think about what is appropriate and not. It is one of the biggest skills we need to teach.
4- phones in classroom and facebook on teacher laptops.
A part of our schools agreement policy for teachers is the use of cell phones and social media sites accessed at school. There are schools that are strict in teachers only using their school laptops for school use. No facebook or pinterest allowed on the schools computers. Others have a more lenient policy. Some schools allow teachers to have their phones in their pockets and other they need to be locked away till 3. We have a very lenient culture at Rowandale where phones are used as cameras and the principal is friends with staff and parents on facebook. It is a blurred line that needs to be revisited asap.
As the world changes schools need to stay connected and policy up to date. We need to remember our reason for doing what we do and provide a rich learning environment while still protecting our kids. We as professionals need to model safe use of social media and expose students in a controlled setting. We need to teach values and expose them to the positive and negative aspects of the world wide web.
“Social media can be an effective tool for engaging with learners and communicating with parents, whānau and communities. Teachers who model good social media use will grow learners who apply positive, respectful values in their interactions on social media platforms.”
(New Zealand Teachers Council, 2015, para. 1)
References:
Netsafe. (n.d.). The Netsafe Kit for Schools. Retrieved from http://www.netsafe.org.nz/the-netsafe-kit-for-schools/
Netsafe. (n.d.). The Netsafe Kit for Schools: Why a kit? Retrieved from http://www.netsafe.org.nz/the-kit/why-a-kit/
New Zealand Teachers Council. (2015). Teachers and Social Media. Retrieved from http://www.teachersandsocialmedia.co.nz/
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