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/
Activity 8
Activity 8
Below is the list of social networking platforms that I use both in class and as a professional. As the world develops at a million miles per hour social media changes and I adapt.
I am on Instagram for teaching- I use this to connect with parents. I post a few photos when I can. I enjoy when parents comment and I up date when on trips. The kids love sharing photos with your whanau and is a great talk to learn tool.
https://instagram.com/year0rowandale/
I use Twitter to connect with our community and other classes. I would like to use this more. I use twitter when at conferences and teacher events. I find this tool is great to share ideas and connect with other like minded professionals.
https://twitter.com/Room3Rowandale
FACEBOOK- Facebook
I use facebook for personal use. I am apart of several groups that a teaching based. An example of this is teh Mindlab group, Class of 2011 Bachelor of education and google education groups. This acts as a collaborative platform. My current favourite page is the 'NZ Teachers (Primary) page. It shares resourses, articles, ideas, questions and google docs where teachers can share ideas on a topic. I really love this page.
Below is the list of social networking platforms that I use both in class and as a professional. As the world develops at a million miles per hour social media changes and I adapt.
I am on Instagram for teaching- I use this to connect with parents. I post a few photos when I can. I enjoy when parents comment and I up date when on trips. The kids love sharing photos with your whanau and is a great talk to learn tool.
https://instagram.com/year0rowandale/
I use Twitter to connect with our community and other classes. I would like to use this more. I use twitter when at conferences and teacher events. I find this tool is great to share ideas and connect with other like minded professionals.
https://twitter.com/Room3Rowandale
FACEBOOK- Facebook
I use facebook for personal use. I am apart of several groups that a teaching based. An example of this is teh Mindlab group, Class of 2011 Bachelor of education and google education groups. This acts as a collaborative platform. My current favourite page is the 'NZ Teachers (Primary) page. It shares resourses, articles, ideas, questions and google docs where teachers can share ideas on a topic. I really love this page.
Activity 7
Activity 7
Social Media in Learning and teaching and professional development.
How do/would you use social media to enhance your professional development?
Social media has changed the face of professional development for teachers in New Zealand. Through the online Facebook groups such as NZ Teachers page and The Writing Book by Sheena Cameron, teachers can have ideas, pedagogy, resources and country wide moderation within seconds.
I have asked questions on the NZ teachers Facebook page and responded to posts to help others. I believe these sites are a huge benefit to our profession and I have seen a shift in my teaching practice because of some topics and trends that have been posted.
An amazing example of this Facebook page what during ANZAC day celebrations. There was a trend in ANZAC posts of people looking for ideas. We then created a google slide where everyone could upload a ideas or concept to teach on ANZAC. You could then go through and select ideas that suited your class and run your programme from there. This was a powerful way to show how social media can enhance your teaching practice and outcomes for students.
Twitter is another new way to support professional development. I used twitter at the GAFE Summit. This allowed me to connect with others and learn about sessions that I did not attend. I found twitter to be a great way to follow learning institutes such as Mindlab and presenters such as Karen Boyes.
What are some key features of social media that you have identified as beneficial for teaching and learning?
Collaboration- This is the biggest feature and benefit of social media. Through social media teachers from all over the country can connect and work together. Through google drive and slides educators have created whole units of work without even meeting each other. This has extended thinking, created new ideas and grown a range concepts and ideas.
New Ideas- Through social media teachers can pick up in trends in education and adapt their teaching to suit. It allows teachers to share ideas and displays in bluff and that can change an outcome for a child in KeriKeri. Social media has changed the way I plan and teach.
Tolerance - I have grown tolerance for the people I teach alongside. There are many posts that are just shameful. Like what books should I read to Year 5's. It has made some people lazy and I feel they whip up a post in the NZ Teachers page rather than doing a good google search.
Aware of how advanced I am- Through social media and some of the comments/posts that are uploaded It has made me aware of what I know. For example Angela Lee has just started a online 4 week blog course for beginners. Within 4 minutes she has 100 teachers signed up to learn how to set up a blog. Blogging has been around for about 20 years and I have always had a blog for the different class I run each year.
What are some of the potential issues that teachers need to be aware of when integrating social networking platforms into teaching activities?
1- Teacher need to be aware that what they post or say on teh NZ teachers Facebook page is seen by 80% of the teaching community of New Zealand. I would be so embarrassed if one of my staff posted what book should I read to 5 years olds, or something like that. I am aware that my boss see what I post and I would hate him to see me being lazy or flat out dumb. What you post is a reflection of who you are as a teacher.
2- Teachers need to be aware that when they vent about their day, it is seen by the peers, community and maybe even parents. You can't comment on how your school day was because you are not the only person concerned, but you maybe the only adult; so be careful.
3- Posting pictures of your class on your personal social media. Just last week a follow teacher posted a farewell comment and a picture of her class on her facebook page. This is a breach of confidentiality. Yes the parents consented to media displays for teaching and learning on school based sites but not personal Facebook.
4-I use Instagram to connect with my parents. By posting live pictures of our days allows parents to be connected to their kids learning. I have has huge success with this.
5- School Facebook pages also allows parents to stay connected to the school. We post our news letters on there and link our classroom blogs to the facebook page. We have seen higher blog visits from parents and now use them as a learning tool for homework.
What teachers need to be aware of is, When do we switch off. When can we go on facebook and just let go of your day and school. It is important that teachers are aware of their social media and how that effects their lives but also the schools and students.
If using social media with older kids such as twitter for reviewing a text, teachers need to be aware of online bullying and citizenship of the students they are exposing it to.
Social Media in Learning and teaching and professional development.
How do/would you use social media to enhance your professional development?
Social media has changed the face of professional development for teachers in New Zealand. Through the online Facebook groups such as NZ Teachers page and The Writing Book by Sheena Cameron, teachers can have ideas, pedagogy, resources and country wide moderation within seconds.
I have asked questions on the NZ teachers Facebook page and responded to posts to help others. I believe these sites are a huge benefit to our profession and I have seen a shift in my teaching practice because of some topics and trends that have been posted.
An amazing example of this Facebook page what during ANZAC day celebrations. There was a trend in ANZAC posts of people looking for ideas. We then created a google slide where everyone could upload a ideas or concept to teach on ANZAC. You could then go through and select ideas that suited your class and run your programme from there. This was a powerful way to show how social media can enhance your teaching practice and outcomes for students.
Twitter is another new way to support professional development. I used twitter at the GAFE Summit. This allowed me to connect with others and learn about sessions that I did not attend. I found twitter to be a great way to follow learning institutes such as Mindlab and presenters such as Karen Boyes.
What are some key features of social media that you have identified as beneficial for teaching and learning?
Collaboration- This is the biggest feature and benefit of social media. Through social media teachers from all over the country can connect and work together. Through google drive and slides educators have created whole units of work without even meeting each other. This has extended thinking, created new ideas and grown a range concepts and ideas.
New Ideas- Through social media teachers can pick up in trends in education and adapt their teaching to suit. It allows teachers to share ideas and displays in bluff and that can change an outcome for a child in KeriKeri. Social media has changed the way I plan and teach.
Tolerance - I have grown tolerance for the people I teach alongside. There are many posts that are just shameful. Like what books should I read to Year 5's. It has made some people lazy and I feel they whip up a post in the NZ Teachers page rather than doing a good google search.
Aware of how advanced I am- Through social media and some of the comments/posts that are uploaded It has made me aware of what I know. For example Angela Lee has just started a online 4 week blog course for beginners. Within 4 minutes she has 100 teachers signed up to learn how to set up a blog. Blogging has been around for about 20 years and I have always had a blog for the different class I run each year.
What are some of the potential issues that teachers need to be aware of when integrating social networking platforms into teaching activities?
1- Teacher need to be aware that what they post or say on teh NZ teachers Facebook page is seen by 80% of the teaching community of New Zealand. I would be so embarrassed if one of my staff posted what book should I read to 5 years olds, or something like that. I am aware that my boss see what I post and I would hate him to see me being lazy or flat out dumb. What you post is a reflection of who you are as a teacher.
2- Teachers need to be aware that when they vent about their day, it is seen by the peers, community and maybe even parents. You can't comment on how your school day was because you are not the only person concerned, but you maybe the only adult; so be careful.
3- Posting pictures of your class on your personal social media. Just last week a follow teacher posted a farewell comment and a picture of her class on her facebook page. This is a breach of confidentiality. Yes the parents consented to media displays for teaching and learning on school based sites but not personal Facebook.
4-I use Instagram to connect with my parents. By posting live pictures of our days allows parents to be connected to their kids learning. I have has huge success with this.
5- School Facebook pages also allows parents to stay connected to the school. We post our news letters on there and link our classroom blogs to the facebook page. We have seen higher blog visits from parents and now use them as a learning tool for homework.
What teachers need to be aware of is, When do we switch off. When can we go on facebook and just let go of your day and school. It is important that teachers are aware of their social media and how that effects their lives but also the schools and students.
If using social media with older kids such as twitter for reviewing a text, teachers need to be aware of online bullying and citizenship of the students they are exposing it to.
Activity 6
Activity 6- 3 leading Trends Education faces.
There needs to be a shift in education in order for us to support children into the 21st century. There are trends that keep popping up around this concept, and I will be explaining 3 today.
As educators we need to provide opportunities so children can learn these new 21st collaborative skills that they will encounter in the work force. Slater and Ravid discuss the importance of collaboration in schools, "In education there have been attempts to alter the way we institute change in schools. Collaboration, whereas it is not a new idea, has provided the mechanisms that purport to change the way school problems are approcached" (Slater & Ravid, 2010, pg 5).
ICT allows children to be engaged in their learning to make school fun. "ICT should be about making learning more delightful, Similarly, design should challenge and channel students, create efforts in new and interesting ways." (OECD, 2006, pg 20). ICT needs to be focused on and it starts with educating the teachers.
21st Century Learning Environments. (2006). Retrieved 2015, from http://www.westernsprings.
Sandholtz, J. H. (1997). Teaching with technology: Creating student-centered classrooms. Teachers College Press, Teachers College, Columbia University, 1234 Amsterdam Ave., New York, NY 10027.
Slater, J. J., & Ravid, R. (Eds.). (2010). Collaboration in education. Routledge.
There needs to be a shift in education in order for us to support children into the 21st century. There are trends that keep popping up around this concept, and I will be explaining 3 today.
1. Collaboration is the way of the future.
Collaboration is not taking the easy road or stealing others ideas and views. It allows two or more people who want the same outcome to think critically about a subject. It allows them to discuss ideas without having just their world view glasses on. "The atmosphere of collaboration, or the uniting of two or more organizational points of view has created a synergy of sorts in approaching the overwhelming circumstances of schooling today" (Slater & Ravid, 2010, pg 5). Collaboration allows adults and children to learn new skills like working with others and creates a platform for debate and deeper thinking.As educators we need to provide opportunities so children can learn these new 21st collaborative skills that they will encounter in the work force. Slater and Ravid discuss the importance of collaboration in schools, "In education there have been attempts to alter the way we institute change in schools. Collaboration, whereas it is not a new idea, has provided the mechanisms that purport to change the way school problems are approcached" (Slater & Ravid, 2010, pg 5).
2. Innovative learning environment
In this fast changing world where students need to be flexible and adapt to the new roles the world throws at them, schools need to reflect the modern work place in order to set students up for success. My classroom reflects student culture and voice. Through this my classroom is my students and not my own. Students can create and innovate, move and restructure the room to suit the needs for their learning. Western Springs College is looking into what makes a innovative learning environment and states "In our post-modern era, new understanding of learning, influences of information and communications technology society have placed pressures of the knowledge society have placed pressures of education. New purposes of schooling have evolved (Andrew Bunting, presenter)" (OECD, 2006, pg11).
Schools in this changing world need to be innovative and new age thinking spaces. It is not just about throwing in ICT in a 19th century classroom. There are 4 points for a innovative learning space that are:
- Space for group learning. These are collaborative spaces where small group teaching and learning can take place.
-Space for individual learning. This is a space with small brake away areas, where students can work quietly with minimal disruptions
-Open multi-purpose spaces. This can be a social space, open access to learning areas, quiet study areas or central briefing areas.
-Specialised spaces. Design provision must be made for specialised activities such as vocational training, sport and performing arts.
Design has an important role to play in harnessing these new creativities and capabilities by providing a student-centred learning environment that looks beyond the traditional classroom.
-Space for individual learning. This is a space with small brake away areas, where students can work quietly with minimal disruptions
-Open multi-purpose spaces. This can be a social space, open access to learning areas, quiet study areas or central briefing areas.
-Specialised spaces. Design provision must be made for specialised activities such as vocational training, sport and performing arts.
Design has an important role to play in harnessing these new creativities and capabilities by providing a student-centred learning environment that looks beyond the traditional classroom.
3. ICT focus
TREND ALERT !!!!!- there are these things called computers and the internet, they connect people all round the world and creating new industries and jobs for our 21st century workers. Being ICT inclusive at schools does not just mean throwing in a few ipads and seeing what happens, its about understanding that 80% of the jobs our students will do have not been created yet so it is important that our schools support kids to be ICT alliterate and understand technology so they can adapt and problem solve in the market place they will face. Stephen Heppall presented the idea that "Information and communication technology (ICT) is provoking children to think create and solve problems in new and innovative ways, thus providing opportunities for both students and teachers to think "outside the box"; to be creative and collaborative in their approach to learning" (OECD, 2006, pg20).ICT allows children to be engaged in their learning to make school fun. "ICT should be about making learning more delightful, Similarly, design should challenge and channel students, create efforts in new and interesting ways." (OECD, 2006, pg 20). ICT needs to be focused on and it starts with educating the teachers.
References:
21st Century Learning Environments. (2006). Retrieved 2015, from http://www.westernsprings.
Sandholtz, J. H. (1997). Teaching with technology: Creating student-centered classrooms. Teachers College Press, Teachers College, Columbia University, 1234 Amsterdam Ave., New York, NY 10027.
Slater, J. J., & Ravid, R. (Eds.). (2010). Collaboration in education. Routledge.
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