During 2011 I completed the remaining two papers for my Master of
Educational Leadership. The papers were
EDLE632 Leadership Spirituality and EDLE600 Developing Inspired
Leadership. To continue my passion for
e-learning I also studied a further two Master’s level papers: ESH709 Online
learning and teaching and ESG502 Authentic E-learning Pedagogies.
Alongside this I dreamt up “Twitter Tour 2011” where I travelled
New Zealand visiting teacher, classes, and schools through my Twitter PLN
(Professional Learning Network) contacts.
This extensive travel was the best possible professional development to
really experience the wealth of innovative practitioners around New Zealand.
My teaching career has transformed. I have developed exponentially in my
leadership capacity. My classroom
teaching and learning experience has also transformed. The year of Professional Development and
reflection has enabled me to return to the class with a renewed vigour and
enthusiasm. I am passionately flipping our classroom experience and mashing up
the best possible learning experiences. I
have an extensive network of teachers and classes to collaborate with and who
are an authentic audience for our class work.
As I move into a year long journey on the NAPP programme I am anticipating
challenge, research, collaboration, re-visioning, learning, growing, and a
great journey of enabling e-learning across our school.
During 2011,Semester One, I studied ESH709 Online Learning and Teaching
out of the University of Tasmania. This
further opened my eyes to possibilities now and into the future. My final assignment, “My online learning and
teaching environment for 2014 and beyond…” led me on a very exciting journey
exploring Horizon Reports, Education Trends and possibilities.
“How can we
begin to move past an educational model that is tethered in time and place and
move to learning that is immersive, mobile, collaborative and social?” Dean Shareski
As I determined a future
for my own teaching and learning I knew it had to involve: Mobile devices,
Cloud computing, Ubiquity, Collaborative, Open, Game-based, Authenticity of
Purpose and Audience, and Personal Learning Networks or Environments (PLNs or
PLEs). I anticipate a move to a blended
learning environment where learning is a blend of face to face and online. This blend would enable a wide range of media
formats and learning activities to be included allowing for remediation,
extension, diversification and repurposing.
Reinforcing and consolidation tasks could take place face to face or
online. Discussion spaces would allow
for communication, collaboration and support. Learning will be ubiquitous. Social software for learning will empower
learners to connect within their class, their extended family, community and
beyond.
The following pedagogies underpin my practice: authenticity of
tasks; collaborative, learner-centred; engaging; with meaningful
assessment. Resources must be:
accessible; current; rich; purposeful and inclusive. The online environment must be reliable;
appropriate; accessible, equitable and we must actively teach Cyber smart
skills. The learning must also be
modular and chunked to allow for progress and success.
The tangible benefits I envisage are: the learning will be collaborative,
authentic, ubiquitous, mobile, interactive, flexible, reflective, challenging
and networked.
When I first came across the e-learning planning framework I saw
myself reflected in this document and determined to use the framework to enable
e-learning in our school.
During 2011,Semester Two, I studied ESG502, Authentic e-learning
pedagogies, out of University of Tasmania.
This cemented my belief that the only way forward is a blended learning
environment, where e-learning = enhanced learning!
“The future is not a result of choices among
alternative paths offered by the present, but a place that is created – created
first in the mind and the will, created next by activity. The future is not some place we are going to, but one
we are creating. The
paths to it are not found but made, and the activity of making them changes
both the maker and the destination.” John Schaar
Indeed, the future is not some place we are going… the future is
one we are creating. As the depth of
this statement sunk in I knew that I had to enable and empower my learners on
an exciting journey. This year we are
working our way towards a blended, collaborative online learning environment is
Innovative and exciting.
As my passion for student led learning increased I have also moved
to student led learning spaces and a student led learning model. Sixty six percent of my learners have their
own personal device and together we are forging a learning pathway, developing
our learning journey and our digital footprint.
Out of this journey has emerged my NAPP inquiry for 2012 which is
to build the e-learning capability of staff and students, with a special
emphasis on our Maori learners.
My starting point was to discuss with the staff the current use of
technology or online learning supporting our programmes. All classes have an online learning space so
I gathered baseline data on posts, comments and visitors to all class online
learning spaces.
As I interacted with staff the need has arisen for staff meeting
session with ideas for blogging and interacting with our extended
community. Regular staff meeting slots
are now scheduled and we share ideas and showcase successes.
We are working with the e-Learning Planning Framework (whole school
and individual teacher level) to identify needs to plan our professional
development for 2012 and beyond.
I am continually reading, researching, discussing, and
collaborating with others on this exciting journey…
Reading the Key
elements for a Maori e-Learning framework I am aware of the importance of: manaakitanga
(caring), aroha (love), tohatoha (sharing), tauawhi (support), atuatiratanga
(spiritual synergy, and prayer), whakarongo (listening) and whakatenatena
(encouragement). I am increasingly aware
of the need for a blended learning environment with an authentic mix of face to
face learning and online.
A wonderful Core-ed
breakfast session with Deanne and Whare really inspired and encouraged me to
celebrate the long-awaited relaunch of our Kapahaka group. After a two year hiatus we have a vision, we
have leaders, participants and a focus. We
are taking our kapahaka group on a road trip, preparing for a Hui Ako and for
the local Polyfest. I ran a staff
meeting to share the ‘Language, culture and identity – and its place in rasing
student achievement.’ Although I was not
able to weave the MAGIC of Whare and Deanne’s stories into it, I was able to
share it with a passion and enthusiasm to a very receptive group. We discussed, shared and celebrated our
current successes and looked to our short and long term goals. Our short-term
goals are:
·
To learn a little reo;
·
Research some local history;
·
Find out who the Maori leaders are locally;
·
Ask questions;
·
Use, and make visible, the Maori language in our
RE programme across the school;
·
Create audio support for our learners to
accompany the ‘Maori language reading books’.
·
Continue to use Hei Waiata across the school;
·
Make all of this visible in our online
environments.
We are working to
transfer the skills of kapahaka into our classroom programmes by: learning
through participation; rote learning; learning waiata; the sounds and the
story. By learning the language we are
linking to using the elements of mental, physical, engagement and
participation. We are embracing multiple ways of learning and providing every
around a context. A context where our
learners can:
·
See themselves;
·
Relate to an experience;
·
Feel part of the big picture;
·
See something to be proud of.
We are moving from
consultation to engagement. We are
envisioning and developing our learning journey.
As I journey, I am
conscious of the need to enable e-learning across our school, with a specific
focus and emphasis on our Maori learners.
I am working towards transformation in teaching and learning to meet the
specific needs of our Maori learners.
