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