Week 32. Reflect on how you have changed your practice during your Postgraduate DCL journey

The driver of change to my classroom practice is the use of the SAMR and TPCK tools, and how these influence children's development of new knowledge through constructivist means (Puentedura, 2010).  I am constantly questioning the implementation of digital devices, beyond the obvious that they are very good for hooking into student’s enthusiasm. However enthusiasm only goes so far, and it is the design and planning of the learning activity that will develop high levels of engagement. I am more aware than ever of aiming to get above the augmentation line, and completely avoiding Substitution on the SAMR scale (Puentedura, 2010).   Papert's notion that focuses on how students learn is very important when integrating the use of digital devices and the apps or programmes that can be accessed for learning (Ackermann, n.d.). 

Another result of the course is my awareness of how I constantly reflect on my practice. More than ever this course has provided greater depth to my everyday reflections.  The course has allowed me to take a step back to evaluate the interconnectedness of SAMR and TPCK and how these may help develop 21^st Century thinking skills, including collaboration to develop critical thinking.  All of these aspects have brought to my attention the significance of designing and planning that is required when implementing technology or any learning activity in the classroom.  I know it is not good enough to get out the Chromebooks and provide a maths or language game, if that game is not going to enhance learning outcomes through experiences that challenge students cognitively and results in an outcome where new knowledge is discovered, transformed and developed (Panitz, 1999).

Another aspect of reflection and change that has occurred to my teaching practice is how I teach and engage my Maori students.  I challenge myself how I incorporate Maori pedagogy to enhance learning activities, and how such pedagogy improves my design of activities. As a result, the principle of Kotahitanga is important, which is about moving forward in our learning together and collaboratively (Bishop & Berryman, 2009).  Therefore, woven into this pedagogy is ngä whakapiringatanga, and empowering and activating the engagement of all students (Bishop & Berryman, 2009).  I am challenging myself balance placing the learner at the centre of developing new knowledge, rather than learning being completely teacher-driven, especially in a classroom with many students.   I understand that student agency, student's voice is an important aspect of Maori pedagogy.  It is about working beside and co-constructing, rather than simply directing (Stucki, 2012).  

I have plenty of room for further learning on my part as a teacher, and this is what makes teaching unbelievably interesting, and motivating. 

References:

Ackermann, E. (n.d.). Piaget ’ s Constructivism, Papert ’ s Constructionism : What ’ s the difference ? 1–11.

Bishop, R., & Berryman, M. (2009). The Te kotahitanga effective teaching profile. Set: Research Information for Teachers (Wellington), (2), 27. Retrieved from https://ezp.lib.unimelb.edu.au/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=edsgao&AN=edsgcl.213529626&site=eds-live&scope=site

Panitz, T. (1999). Collaborative Versus Cooperative Learning -a Comparison of the Two. ERIC Digest.

Puentedura, R. (2010). SAMR and TPCK: Intro to advanced practice. Retrieved from http://hippasus.com/resources/sweden2010/SAMR_TPCK_IntroToAdvancedPractice.pdf

Stucki, P. (2012). A Maori Pedagogy: Weaving the Strands Together. Kairaranga, 13(1), 7–15.

Week 31. Reflective entry 7: Evaluate how your Inquiry impacts on future Inquiry/practice

Step 1: What is the actual impact after the ‘Take Action’ phase?

The evidence from the ‘Take Action’ phase suggests strongly that the students gain confidence in oral language when using Flipgrid to record presentations, reports, or stories.  The evidence also suggests somewhat strongly that Flipgrid, as well as Scratch are beneficial for collaboration between two or more students. 

A significant impact of the evidence suggests Flipgrid is worthwhile as a means to enhance oral language learning outcomes, and therefore continue to be utilised in the classroom. 

The evidence does not indicate potential issues or problems students may have with access at home. I also need to dig further and acquire student feedback with regards to learning initiatives such as buddies to evaluate video posts.  As a result, there still needs to be a lot of scaffolding, or teacher support to improve the value of learning outcomes.

Step 2: How is the actual impact different from or similar to the anticipated one?

I was nervous about the possible outcomes of the student survey.  I had a hunch that many students gain a benefit to their learning.  However, without direct feedback, this was an unknown.

My hunch that students were enthusiastic to use the Flipgrid and Scratch apps was supported by the results of the inquiry and the survey.  I was a little relieved to see the positive results that Flipgrid is a viable tool to practice their oral language.  However,  23% of children want to practice more in front of the class.  This has meant I have provided more opportunity for sharing.  Although not formally presenting a speech or slideshow, the less formal opportunities such as sharing written work or explaining strategies in maths are needed.

One unexpected impact is more personal as a teacher; developing, unlearning, and relearning pedagogical methods.  I have always been willing and have used devices, and apps for learning, and I knew that children were enthusiastic for learning with devices. However, more so now I need to be exploring and researching the apps, and be more critical when it comes to implementing them into a unit.

Step 3: What is the impact on future inquiry/practice?

The impact on future inquiries include the following:

1.     One aspect of the inquiry, that I would give greater emphasis is the use of surveys to gather information.  I would use tools such as Google forms which provide a manageable way for student reflection, and the opportunity for student meta-cognition. 

Surveys provide the opportunity for gathering very specific information, quickly and safely.  Whether it be whanau or students, they can reflect and think about their own learning.  More specifically, this reflection and deeper thinking are important for students to identify/recognise their learning behaviours, strengths and areas of learning to improve.  Student’s own reflections (feedback) provide evidence to adjust the content, and how it is taught; the pedagogy.  This results in greater student voice in the learning process. Therefore, student voice would be a focus for any future inquiry. The student voice will help form discussions about conditions that make student-led activities better, and which conditions make teacher-led conditions better (Williams, 2019).

2.     Knowing what I know now about the benefits of Flipgrid, I need to be better prepared to target specific learning outcomes, and provide the students with a stronger understanding of those outcomes. 

3.     Being more explicit with the way we use Flipgrid.  Focus on a Flipgrid that will target a very specific learning outcome, rather than being just a fun activity.  It needs to be fun but targeting learning in a very objective manner.

4.     One important focus that I don’t want to lose sight of is the role of emotional intelligence.  It is increasingly important that the soft skills are not forgotten, or prioritised among the ever-increasing curriculum areas.  It is the values, the nurturing of self-confidence that provides foundational skills to work with and alongside others to develop new knowledge (Williams, 2019).

References:

Williams, M. (2019). The future of the classroom. Retrieved from http://storiesbywilliams.com/2013/06/07/the-future-of-the-classroom/

Week. 30 Describe the data you have collected so far and how you are analysing it

The survey I choose to conduct was quantitative. I used Google Forms because time was a factor, knowing that interviewing all students would be restrictive, due to limited classroom hours.  I prepared nine questions for my Yr.4 and Yr.3 children and I delivered the survey to all Room 8, Riverview School students via email.  Room 8 has 28 students.  

Twentysix of the students responded, with two students away.  There were five questions which had two options each, one with three options, one question with a five scale continuum, and two questions with four options each for answers.  In all questions, apart from the continuum, they could only choose one answer. 

The responses I received helped confirm my hunches of the possible benefits of using Flipgrid to improve preparation for speaking in front of a class audience.  The information regarding the collaborative use of online apps, as a whole, was positive. What I would like to understand better is how the students would like Flipgrid managed in the classroom.  I feel it is a very effective online tool, however it is a management issue for the teacher.  The children enjoy using it, however, they create many videos.

Explain how you are analysing your data

The centralised storage of the survey results in Google Drive facilitates the analysis processing of the data with predefined statistical functions and charts (Haddad & Kalaani, 2014). One of the functions is converting the data into a percentage.  This was an effective method for organising and managing the survey.

The two graphing versions were automatically selected with the use of Google Forms. The pie graphs are clear, and simple to read, as are the bar graphs.

not useful                                                                                                              very useful 

 What evidence have you got to answer your Inquiry questions? Ultimately, my survey evidence doesn’t specifically address whether individual students feel better prepared for oral presentations.  I have the student’s opinions, from which I can only assume they are better prepared.  Therefore, this leaves an element of doubt about whether the evidence from the survey has answered my inquiry questions. I don’t have any empirical data to back up the opinions of the students.

 What I don’t get from my data is why they think Flipgrid is useful for oral preparation, and any student ideas about how we could use Flipgrid, or Code.org in different ways in class. One assumption that I can make is that some online learning tools can provide a socialising function in class, which can act as a means to help new students, or younger students into certain learning tasks (Ching & Kafai, 2008). 

Through this course, I have grasped the need to be more critical of my approach to using tech devices and apps in the classroom. As the publication Our Code, Our Practices espouses, I have engaged in professional learning, become better informed through research, and sought feedback, particularly from classroom learners (Teaching Council, 2017).  In the future, a qualitative survey would help unpack some of my survey questions to provide a more in-depth understanding of student’s perspectives on the effectiveness of certain online tools.  For example, in question number 7, I would like to know why it is perceived as better receiving peer feedback through Flipgrid.  Knowing this information might help structure other collaborative activities to maximise student buy-in.  Another aspect I could delve into is the idea that students have a greater say in the pedagogy of learning tasks (Ching & Kafai, 2008). As a teacher I ask the students to work collaboratively in groups together but have we (teacher and students) established the classroom norms well enough for such activities to flourish, or for students to be empowered to lead instruction?

References

Ching, C. C., & Kafai, Y. B. (2008). Peer pedagogy: Student collaboration and reflection in a learning-through- design project. Teachers College Record, 110(12), 2601–2632.

Haddad, R. J., & Kalaani, Y. (2014). Google Forms : A Real-Time Formative Assessment Approach for Adaptive Learning. Proceedings of the 2014 American Society for Engineering Education, ASEE Annual Conference and Exposition. Retrieved from https://digitalcommons.georgiasouthern.edu/electrical-eng-facpubs/37/?utm_source=digitalcommons.georgiasouthern.edu%2Felectrical-eng-facpubs%2F37&utm_medium=PDF&utm_campaign=PDFCoverPages

Teaching Council, N. (2017). Our Code, Our Standards: Consultation Summary. Retrieved from https://teachingcouncil.nz/content/consultation-summary

Week 29. Discuss how issues of ethics are being addressed while you are taking action

Step 1: Describe an ethical issue that you want to focus on in this entry

No ethical issues arose with my students during my inquiry. 

One ethical issue that has the potential to develop while using an online app such as Flipgrid is the management of student teasing (which could lead to bullying) using posts, or Google docs. During my action students started to interfere with other student’s video recording.  The level of teasing or simply playing around (as some students mentioned) doesn’t seem to amount to much, however for children who are sensitive, and not necessarily willing to speak up, this is an issue. 

Actions to address this issue include the teacher guiding class discussions to reflect on expectations when students work with each other in small teams of 2 or 3.  The discussions should include activities to address etiquette while online, and understand and take ownership of individual behaviours.

If online etiquette is not established early (Yr.4) in the classroom then the question comes back to a lack of integrity and care for students from the teacher.  The teacher has to understand the implications of poor behaviour online, and what habits this can develop.  An inability to address these issues can create an ethical issue, and the value of care needs to be applied (Ehrich, Kimber, Millwater, & Cranston, 2011).

Step 2 :Reflection on the actions you have taken to address the ethical issues

Which [community member(s)] should be given priority? Why?

Priority needs to be given to the students posting a video, and the students responding and giving feedback.  These students need support to learn and understand how to work with other students in a constructive and kind manner.

What restrictions are there to your actions?

Our school policy explicitly asks students to understand there are responsibilities for using the Internet, and that the expectations and responsibilities are signed off by both the parents and students. 

Which courses of action are possible?

• Discuss with the student(s) involved in teasing through the video posts.  Identify the actions with the students.  This would be a recorded discussion.
• Talk to parents about comments that are put-downs, which are occurring regularly
  Set goals.  This would be an agreement between the teacher and the students who are teasing.
• Let the school administration know.  This might be recorded in the school guidance system.  This allows for a record to be kept to identify any behaviour patterns.
• Make the issue transparent with the parents of the child who has been teased, and explain the course of action taken to resolve the issue.

How should the course of action be implemented?

The course of action should be followed promptly.  Discussions would be held between the students involved.  It would be important to set goals quickly, go over the Internet responsibility agreement.   This is a key school document which supports the teacher and the school if the issue is repeating.  All actions should be recorded on the school guidance system as soon as the issue arises.

(Hall, 2001)

Step 3: Discuss the lesson learnt for future inquiry

In this step, discuss what you have learnt from the actions taken in light of the readings and the implication for your future inquiry or practice.

For future inquiries, it is important to thoroughly plan the steps of the inquiry.  Peer feedback is necessary to critique the survey questions.  It is important to evaluate and judge the appropriateness of a survey and its questions.  As teachers, our ethics are reflected upon each day, and it is important to understand if we are following an appropriate process and not dip into a grey area as mentioned by which might put students in harm's way Ehrich (2011).

References

Ehrich, L. C., Kimber, M., Millwater, J., & Cranston, N. (2011). Ethical dilemmas: A model to understand teacher practice. Teachers and Teaching: Theory and Practice, 17(2), 173–185. https://doi.org/10.1080/13540602.2011.539794

Hall, A. (2001). What ought I to do, all things considered? An approach to the exploration of ethical problems by teachers. IIPE Conference for Ethics, Law, Justice and Governance, Griffith University, NAthan Campus, Brisbane, 8 April, (April). Retrieved from http://www.educationalleaders.govt.nz/content/download/545/4465/Hall 2001.pdf

Practice 1: Identify and critically evaluate the context of your practice.

Week 28. Apply a reflective model to discuss something that has happened during my Inquiry so far, and how it impacts on taking action.

Step 1 (What- Description): Describe something that has happened during your Inquiry so far

For this reflection, I will use Rolfe's Model of Reflection (Otago Polytechnic n.d., 2001) 

My inquiry is to understand how Flipgrid (an online video post app) is improving students confidence in oral presentations, improving their writing, and helping them collaborate in twos or threes on mini video post projects. Video posting allows students to listen to their recording multiple times, make improvements and Redo a video before posting. Flipgrid has provided a platform for feedback to students from their peers (Flipgrid Buddies) and the teacher (myself).

During my inquiry into the use of Flipgrid, a video posting online app, I have developed the realisation that you need a pedagogical mind change when managing online apps to augment learning outcomes. Reviewing and teaching technological knowledge, managing classroom space for students to record videos with minimal interruption, managing student’s work; how to store it, how to give feedback, what to do with the many videos are all questions that present a significant change for many primary and secondary teachers. This management has been frustrating, but exciting at the same time.

Step 2 (So What- Theory & Knowledge): Analyse its impacts on taking actions in relation to supporting literature

This tells me my important issue is managing the quantity and quality of student responses; the rigour of the task and how to keep improving. It is a big job managing learning activities in a class of 28 (Room 8 students). Making a video post is unlike using pen and paper which can take significantly more time, as opposed to 1 minute and 30 seconds for creating a video post. I did not realise how this short amount of time would lead to many, many video posts, and subsequently a lot of recorded learning to use for formative or summative assessment.

Due to the student’s popularity and ease of using Flipgrid, the biggest issue now is how do I guide students to reflect more, use feedback more, before creating a new post? How do I improve the structure and content of their posts to a higher level? Looking ahead, I understand that student agency, as Bishop has mentioned, is going to be a significant contributor to the solutions (Edtalks, 2012).

Step 3 (Now What- Action): How it can contribute to your future practice

At times I need to stand back and reflect on what Dr Stucki mentions, that pedagogy is a large and ever-changing eco-system (Stucki, 2012). Because the students have gained a lot of experience using the online tool, the class, not just myself as the teacher, should reflect and identify why we are using the tool, and what we want to achieve going forward. Due to a lot of teacher guidance from myself, initially providing the context for using the app, I need to allow for Maori and non-Maori to bring their own knowledge and experiences, with the idea of empowering the students to engage more with their learning (Edtalks, 2012). Furthermore, I would like to continue my inquiry by surveying other users of Flipgrid, to understand how best they manage the integration of Flipgrid into their learning programmes, and the many posts generated by students.

For myself, it is important not to take for granted that learning will naturally occur just because I am using a digital online app (Bright, 1996). I need to work towards enhancing the learning environment that focuses on the interaction between students and teacher to improve learning activities (Stucki, 2012). Therefore this process of critical reflection has challenged my thinking and made me reassess how the class and myself can make improvements to achieve stronger learning outcomes.




References 



Otago Polytech. (n.d.). (2001). Reflective Writing. Retrieved from https://www.op.ac.nz/assets/LearningAdvice/Reflective-writing.pdf

Bright, B. (1996). Reflecting on ‘Reflective Practice.’ Studies in the Education of Adults, 28(2), 162–184. https://doi.org/10.1080/02660830.1996.11730638

Stucki, P. (2012). A Maori Pedagogy: Weaving the Strands Together. Kairaranga, 13(1), 7–15.

Edtalks.(2012, September 23). A culturally responsive pedagogy of relations.
[video file].Retrieved from https://vimeo.com/49992994

Week 27. Examine how indigenous knowledge and cultural responsiveness are informing the way you are taking action.

Bishop’s definitions of culturally responsive pedagogy resonate with my understanding of indigenous knowledge and cultural responsiveness (Edtalks, 2012). My perspective of cultural knowledge is based on the way of doing things in the class and developing a learning relationship with students. Where practical my approach provides for collaborative learning, where ideas are shared, not just held by one person, and new knowledge created by many. This pedagogical approach allows for the student's voice, and increasingly more student agency when deciding on what we should be learning. While I am responsible for teaching the curriculum it is important that the students feel they have ownership in the process of learning and set standards for their achievement. As Bishop mentions an agentic teacher works cooperatively and collaboratively with students (Edtalks, 2012). An example of this is negotiating what might be required to complete a lesson; having the students have a say in what they feel can be achieved in a lesson and building on this. This is an example of empowering the student to set goals and aim high. Bishop mentions setting high standards and feeding constructive information back to the students, providing them with a goal and negotiate to co-construct the learning.

Step 2: Examine the actions you have taken for your inquiry in light of the cultural frameworks

For this reflection, I will refer to the Culturally Responsive Practice for Māori scale, and focus on Whanaungatanga (Asil, 2017). A significant aspect of my inquiry was and is to use digital technology to provide an oral platform for students who find writing a challenge. I was concerned that some of my students were disengaged from writing. Theoretically taking away the barrier of handwriting would provide a stronger chance at success for my students. I choose Flipgrid for video posting students book reports and writing. The use of video posts using Flipgrid expanded into daily news at the request of the students.

Knowing and caring that some of my students were disengaged when writing, I provided the option of using video posts to publish their writing. Hopefully, the student survey will show that students have an increased level of confidence with their learning, and particularly writing.

One unplanned result was the class negotiation and inclusion of Flipgrid buddies. The idea was to improve learning outcomes by providing feedforward from peers, and learn skills to work with each other; tuakana teina (Asil, 2017). I have found it surprising how students are more sincere using the video posts. Teacher feedback is constructive and private for the students, which provides a certain level of reassurance, that nobody else needs to hear.



Step 3:Implications for future inquiry

I have an excellent pedagogical tool in Flipgrid. As a class, we have negotiated how this can be used for home learning and in class. We have worked with developing collaboration with the digital app. However, to move to a higher level of cultural responsiveness need to improve on providing relevant contexts for the learning activities that can be completed using Flipgrid. Bishop mentioned that the agentic teacher knows where the deficits are in the students learning and takes action and I believe this is where I need to be better (Edtalks, 2012). The focus should go on sharing and celebrating what is achieved online to the front of the class. To continue to move to a higher level with my Maori and non-Maori students I believe it is important to develop diverse ways for students to express themselves and their learning, rather than the status quo of pen and paper or digital technology (Cowie et al., 2011). The implication is that I need to now turn my attention to creating more opportunities to connect the classroom curriculum with student's lives outside of school, and their funds of knowledge (Cowie et al., 2011).

References

Asil, M. (2017). A School-Based Measure of Culturally Responsive Practices. Frontiers in Education, 2, 6–7. https://doi.org/10.3389/feduc.2017.00017

Cowie, B., Otrel-cass, K., Glynn, T., Kara, H., Anderson, M., Doyle, J., … Te Kiri, C. (2011). Culturally responsive pedagogy and assessment in primary science classrooms: Whakamana tamariki. Teaching and Learning Research Initiative., 1–5.

Edtalks.(2012, September 23). A culturally responsive pedagogy of relations. 

[video file].Retrieved from https://vimeo.com/49992994