Thursday, 7 September 2017
Saturday, 11 March 2017
Wednesday, 8 March 2017
Tuesday, 7 March 2017
Educators need to be very aware of these challenges, and deliberately teach students the skills they require to navigate these complexities. I firmly believe that our core responsibility as educators is to prepare students for the world they are entering into. Our students, as emerging adolescents, are not only moving into a world where Social Networking is rampant; they are already in it. The vast majority of our students already have Facebook, G+, Instagram and Snapchat accounts - yet by blocking access to these at school, rather than establishing safeguards, the work I do to encourage Digital Citizenship does seem somewhat superficial, lacking genuine context and the ability to provide meaningful feedback.
Thursday, 23 February 2017
Do you use information ethically when creating resources for teaching? Do you know when it is OK to take that perfect resource (image, video, quiz etc) from the internet? Do you know if you are breaking copyright laws? Have you ever created a resource for your students and then shared it online? The above are just a handful of examples that reflect common discussions of educators throughout New Zealand, illustrating just how little teachers know about their legal, ethical and moral responsibilities in this area.
In the interim, the following infographic, created by Shirley Booth (2015) is a helpful guide when deciding what to share online:
Monday, 13 February 2017
In my own practice, I aspire to create to a place where:
- Teachers are aware of the students different cultural identities.
- Students cultural contexts are incorporated into teaching and learning environments and programmes.
- Teachers provide practical opportunities for all students to be proud and share their languages and cultures through cultural groups, special events and school festivals that celebrate cultural difference.
- Students experience learning contexts from multiple cultures.
- There are clear expectations in schools' charters for celebration of diversity, stating the right for all children to feel culturally safe.
- Staff are representative of many cultures and reflect the diversity of our student populations.
Saturday, 28 January 2017
- Karen Wespieser examines some of these priorities in her report: How do parents choose a school for their child after interviewing over 1,000 parents of students aged between 5-18.
- Caroline McEnvoy has also examined the factors that influence parental choice of school in her dissertation published in 2003, and I would argue that not many of these factors would have changed since then.
- Peter Morey provides an Australian perspective in his Research titled School Choice: What parents choose
- Matt McFadden provides an alternative perspective and looks into the roll that marketing has on school choice
- Should parents be free to send their children to any school of their choice, regardless of where they live?
- Do students who have been educated outside of their local community (or country) have a responsibility to return to work in their community (or country) in order to transfer that knowledge back to their peers?
- How can schools better prepare for the inflow of students from various backgrounds, socio-economic classes and cultures?
- What responsibility do schools have in communicating and teaching the values of society?
Wednesday, 25 January 2017
Monday, 23 January 2017
The Domain: GEGNZ is an independently run community of over 1700 New Zealand Educators who are invited to participate and collaborate with the intention to learn, share, inspire and empower each other; Changing the world of technology and education in New Zealand. GEGNZ members support each other’s learning in a variety of ways, but at its core, the group has emerged to provide a CoP where members can learn more about how technology can be best used within education to support student learning outcomes and increase engagement.
The Community: Members are located throughout the country and hold different roles within their schools, but all have a common interest in teaching and learning. As Bates (2014) has identified, CoP are not dependent on any particular medium, and GEGNZ members regularly meet and contribute online and kanohi kit e kanohi (face to face); joining discussions, sharing knowledge, contributing to meets and professional development opportunities that are held once a term and remotely through Google Hangouts. They regularly offer feedback and help each other, supported by the multiple platforms the group has developed to enable the group to explore and create ideas, build meaningful relationships and share materials, resources and expertise.
The Practice: GEGNZ members are actively engaged in the teaching profession, and have recently ranked at the top of the Google Educator Group Professional Development Leaderboard for the second concurrent year. They work together to develop a shared repertoire of resources: experiences, stories, tools, ways of addressing recurring problems as evident on their social networking sites (including the GEGNZ Google+ Group, and Google Apps NZ Primary Facebook Page). Formed in May 2014, this CoP has been developed over time with sustained interaction, supporting members to transform their classrooms, work through their Google Certified Educator Qualifications; become Google Certified Trainers (who provide Professional Development and Training services on Google for Education tools; and also consists of Google Certified Innovators (who are acknowledged as outstanding educators committed to the innovative use of technology to transform classrooms). Recently the community has also grown to include Reference Schools who have opted in to connect with other schools and educators interested in using Google products in their classrooms.
Reflective Questions for Discussion: