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

Week 26: Discuss how aspects of law, regulations and/or policy impact on teacher inquiry.

There are many aspects of teacher regulation that impacts on teaching. The idea of teacher inquiry is to maintain and enact the concept that teachers are lifelong learners. As a teacher, my obligation to the profession of teaching, and the students I teach is to be improving my pedagogy to reach all students and improve their learning experience at school. The code highlights the trusted position I have and the influence I have on learners, for the wellbeing of our society. My job requires that I continue to learn to understand my students and help them achieve as strongly as possible both academically and socially.

The booklet; Our Code, Our Standards mentions on the opening page, “…recognise the influence we have on learners, their understanding of the world and the future wellbeing of our society (Teaching Council, 2017).” The fact is society and its demands are wide and varied. One example is the increasing importance of changes to our local, national, and world environments, and the impacts on various peoples. I must continue to understand how this might affect my learners, and therefore teacher inquiry is a perpetually ongoing aspect of life as a teacher. My responsibility is to continue to learn and improve how I teach a broad curriculum; spelling or implement a new maths resource, or teach a child who’s passion might be visual art. With teacher inquiry, we would not be reaching our diversity of learners.



Page 18 of the standards from the regulation ‘Our Code, our Standards’ have been a significant influence with regards to how our school adheres to Te Tiriti o Waitangi partnership and teacher inquiry practice. Importantly I feel that we/I are more understanding of how we include students voice and agency in how learning might look in the school and the classroom.

Student's voice is reflected in the evidence teachers provide in our appraisals. Student’s voice can include evidence from surveys, in my case a spelling survey about how students best learn in class with the resources we have, or my current survey into students perspective on the use of online digital apps such as Flipgrid. Professional Learning is continually encouraged at my school. Professional Learning is well supported by our leadership Exec team which has included significant financial support for this current Mindlab course. This Mindlab course has focused me with the need to be more critical of my approach to using tech devices and apps in the classroom. I have engaged in professional learning through Mindlab, become better informed through research, and sought feedback, particularly from my students.



In the wider context, the regulations from the document Our Code, Our Standards’ impact on teacher inquiry in a manner that I believe is viewed as extra work on top of the current classroom teacher workload. It is debatable how often teachers would pick up the document to remind themselves of their responsibilities. In the article Teaching as Inquiry by Wood, there is the argument that teacher-led inquiries are an expectation attached to schools' appraisal systems, and therefore not teacher-driven or teacher owned (Wood, 2015). Therefore, it is debatable the value teachers gain if an inquiry is solely aligned to the schools' wishes. There is great value in teacher-led inquiries in schools’ appraisal systems, however, more needs to be done by leadership to encourage teacher inquiry in teams, and as individuals to encourage teacher ownership. We need to step back (but not altogether) from relying on data-driven results, influencing what teachers need to explore, and remind ourselves that teaching is about relationships, and how we interact daily with our pupils; the whanaungatanga.

References

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

Wood, B. C. (2015). Teaching as Inquiry : form, purpose and application in New Zealand Secondary Schools.

Week 25: Discuss how you are addressing the context of different audiences and their perspectives.

For the purpose of this reflection, my targeted audience are teachers in New Zealand, who are at a primary or secondary level. Due to New Zealand’s implementation of the Digital Curriculum in 2020, I am focusing on the culture of continuous learning for teachers and educational leaders.

The introduction of the New Zealand Digital Curriculum will expand the possibilities of teaching and learning (Europe & Total, 2017).  How we implement this curriculum needs a collaborative approach to share and develop ideas in schools (Bolstad, Mcdowall, Bull, Boyd, & Hipkins, 2012).

 As teachers we have the responsibility to support and sustain a culture of learning among our staff that will enhance learning and teaching in the 21 century for our students, (Bolstad et al., 2012).  However, the burden for this implementation will be considerable. Understanding the delivery of the curriculum will require a collective approach to understand how we can maintain and develop academic rigour with the use of digital devices, apps and online programmes. This is important for teachers and students in today’s world of globalisation, and the fact that students will be in a larger variety of jobs, and therefore require new and emerging skills. Not least the critical thinking skills of the 21st century (Daggett, 2014).

The skill levels of primary and secondary teachers are varied.  Factors that contribute to this are the time spent in teaching and leadership roles, and the varied school environments that we have in New Zealand. However, all teachers are obliged with the need for continuous unlearning and relearning.

Some teachers will be confident and experienced integrating and supporting learning with digital devices, apps and programmes.  Other early adopters will be using digital technology but will need support to evaluate and change the way in which they use digital devices, apps and programmes to be sure learning outcomes are enhanced.  Many teachers will be set in their ways and need a lot of support to make changes. 

As an early adopter of technology, I realise I often used technology merely as a substitute, i.e. using Google docs for publishing.  However, through this inquiry, I have steadily realised that primary and secondary teachers will need to improve and adjust to make sure they are augmenting learning outcomes.  As mentioned in the article Addressing Current and Future Challenges in Education, the lack of training to implement new digital technologies is a challenge in schools; to augment and provide a rigorous, instructional program in an application modality (Daggett, 2014).  

The established teachers and curriculum leaders are going to need to reflect and understand  how to develop a framework to make sure schools are organised so that they identify the instructional leadership to support teachers and develop their competency at implementing the digital curriculum (Daggett, 2014).  This will require future-focused thinking.

Based on my reflection I need to be critical in my choice of apps to enhance the learning outcomes of the National Curriculum.  I need to be changing my management of learning activities and assessments because traditional applications, such as writing the best draft, are going to be increasingly irrelevant.  Why do we need to write a good draft?  Is it to show off nice handwriting?  Why can’t we use video posts, that might be easier to share with family and whanau?  What other audiences can we tap into through online applications, that might provide a more relevant, authentic learning opportunity for students?

References

Bolstad, R., Mcdowall, S., Bull, A., Boyd, S., & Hipkins, R. (2012). Supporting future-oriented learning & teaching — a New Zealand perspective Report to the Ministry of Education. https://doi.org/10.1088/0004-637X/708/2/1268

Daggett, B. (2014). Addressing Current and Future Challenges in Education. International Center for Leadership in Education, (June), 2–15. Retrieved from http://www.leadered.com/pdf/2014MSC_AddressingCurrentandFutureChallenges.pdf

Europe, A., & Total, A. (2017). A Brave New World : Technology & Education. 1–12.