Activity 15 - Summarising your Postgraduate Learning Journey and planning for the future!

Wow!  32 weeks.  I came into this experience not having studied for years, and really not knowing what to expect.  I was so nervous and full of excitement all at the same time.

When I started I knew I loved teaching and technology - but nothing else really to support that.
I have loved the hands on components of this course.  The 3D printing, the robots, the makey makeys and the stop motion were favourites.  I did enjoy most of the theory we did.  I really enjoyed the leadership styles and how I fit in with that.  I liked the design process and the lean canvas aspects of what we did.  I found the ethics component really interesting and something I should be looking into more.  I liked going into the Mindlab on my Thursday afternoons and meeting up with my new peeps.  I liked the content of the online component but missed the collaboration.

My future dreams....

Well, first of all I'm going to enjoy a bit of a break.  My classwork, enthusiasm and love of technology won't stop and I'm sure can only get more amped up!  

The sky is the limit basically...I can take this new found learning where I want it.  I want my entire school to join the right century and embrace a love of e-learning and technology like I have and like the children in my class have.  You're just going to have to watch this space to see where it all takes me.  I'm definitely going to keep up the study now that I've started.  I'm loving doing my readings etc, and who ever thought I'd say that?!  

Lecturers, November 2014 intake, colleagues, friends - thank you so much for this opportunity!  It's been a blast :-)  

References:

https://www.google.com/search?q=dreams+for+the+future&es_sm=119&source=lnms&tbm=isch&sa=X&ei=jvqhVf3dEI2KuATe1aLICg&ved=0CAcQ_AUoAQ&biw=1440&bih=728#imgrc=hvDma41oAK3sXM%3A

Activity 14 - Evaluations of the cultural responsiveness in practice

At my school we address cultural responsiveness in a variety of ways and for a variety of different cultures.
We are a South Auckland school where the majority of the school is Maori and Pacific Island (90%). I feel that everything I do, and we do as a school, is culturally responsive and in the best interests of the children we teach.  We have a Samoan principal, Cook Island, Maori, Samoan and European deputy principals and an eclectic mix of Maori, Pacific Island, European and Indian staff members.

Decision Making:

Our community is a very important part of our decision making process.
*We send out questionnaires when needed to ask for input and to gather data.  We often have these translated into the main languages of our school to ensure that everyone has as much chance to participate as everyone else.
*We start our year off by having Parent Evenings running over several weeks.  We include our main groups - but do not lump Pacific Islanders as one.  We run a Maori, Tongan, Samoan, Cook Island and European and other night.  Each night has translators to again ensure inclusion and full participation.   We ask their vision for their children and their learning, what they would like to see happen in their child's school so this can then be acted on.

Communication:
* We communicate in all the normal ways - newsletter, notes home, phone calls, visits.
* When we are sending questionnaires or letters asking for input we often translate these to ensure there is more participation.
* We have class blogs to show each classes learning.   Parents can check and comment on these at any time and are encouraged to do so.
* Our Facebook page advertises each time a blog post is made so that parents are notified.  Our blog traffic has increased exponentially since we advertised on Facebook.
* The different Pasifika performing groups, and the Travelwise group have their own blogs to keep in contact with the community and families.

Planning and Assessment:
* We take into regard what our whanau and community want us to teach their chidlren.  At parent nights one of the questions relates to what they would like to see happening in the school.  We are in Term 3 teaching flight so that we can incorporate the teaching of the legend of the kite is our school motto (Soaring to Success) and is a legend from Manurewa.
* We have implemented a programme called Mutukaroa this year to further engage our parents in their child's learning, and to understand the processes we follow at school and how best they can help their child at home.

Mutukaroa sets out to explore and implement a personalised approach that would develop honest, robust, and rigorous relationships with parents and whānau. The principle intentions of Mutukaroa are to grow relationships based on trust, build understanding, invite a two-way knowledge exchange, and encourage parents and whānau to participate actively in their child’s learning.  (Ministry of Education, 2014)

Learning and School Wide Activities:
* We have a powhiri to welcome visitors.  We have a school haka we perform, and children are taught this early on.  A prime example of how important it is that everyone knows this haka and powhiri ritual is our performing groups were in Wellington and we had to welcome Sir Graham Henry into the school.  The Year 5 and 6 children who did not participate in the Wellington trip could step up and become leaders for this event.
* We have the Tuakana Teina concept in our school where older children help and work with the younger in a buddy system.

(Ministry of Education, n.d)

* The school is sperated into houses (Pukeko, Kotare, Kakapo, Piwakawaka) for competition - both in and outside of the classroom.  It's a great opportunity for friendly competition and for working together.
* We have cultural days/weeks that relate to the Language Weeks.  Samoan Lanaguge WEek was a huge success and the entire shcool gets involved.  There are challenges each day where classes learn phrases and put an entry on the blogs to show their learning.  We do the same for Maori Language week, and make our own weeks for Cook Island, Tongan, Niuean and Indian languages.

References:

Ministry of Education. (2014). Mutukaroa. Retrieved July, 2015, from http%3A%2F%2Fnzcurriculum.tki.org.nz%2FSystem-of-support-incl.-PLD%2FSchool-initiated-supports%2FMutukaroa

e Aho Arataki Marau mō te Ako i Te Reo Māori - Kura Auraki

Curriculum Guidelines for Teaching and Learning Te Reo Māori in English-medium Schools: Years 1-13

Activity 13 - Indigenous knowledge and culturally responsive pedagogy

It is of great importance that we are culturally responsive because of the range of ethnicities at my school and in the community.  Although there are a majority of Maori children there are nearly the same amount of Pacific Island children as a whole (although I choose not to lump these together but rather separate into Samoan, Tongan, Niuean, Cook Island and Fijian).  European and Asian children make up 10% - an entire 10th of the school - so cannot be discounted and must be valued as well.

If you looked at my classroom now you will see flags of each country, you will see mihi's on the wall and as auras with children speaking different languages as well as their own.  I have been told before this is just a token gesture but I don't see it as that, and my children don't see it as that.  I try and use some part of each language each day to show the children that I value where they are coming from and they appreciate that.  I use English in the same way - english is my language and I want them to use it well.   They teach me new words each day.  I don't have commands on the walls and colours named because it's a requirement - I do it because it's right and everyone's culture must be valued.  In his video, Hogan (2012) says that we want to make sure we're doing the best for all our kids, not just the Maori kids, but all our kids.  I agree wholeheartedly with this.  Majority cannot rule in this case, it's a matter of including everyone and valuing where they have come from.

With parents/family/whanau it is of the same importance to value them.  I choose to greet child x's parents with kia ora, and child y's with talofa lava.  It shows I know them, and value that they have a different background.  Not all children are the same and shouldn't be treated like that.

I participate whenever and wherever I can to include myself in the traditions and cultural aspects of what is happening at school.  During language weeks I use as much language as I can.  I may get it wrong but the children appreciate the trying and they'll happily correct me.  I wear lavalavas and puletasi's to show solidarity with that culture.  I don't sit on tables or allow anyone else to because that's considered rude in Maori culture.

It isn't really that hard.  I choose to work in South Auckland.  I love the children I work with and I want them to love learning.  Making an effort is just manners really.  I expect the exact same from them!

Hogan, M. (2012). Culturally responsive practice in a mainstream school [Video file]. Retrieved from http://www.edtalks.org/video/mike-hogan-culturally-responsive-practice-mainstream-school

Activity 12 - Code of Ethics

The Code of Ethics on is a very relevant document to our practice.  It governs the practice of teaching and gives very clear outlines and guidelines about the behaviour we as teachers should be following and exhibiting.

The Code of Ethics is broken up into 4 prinicples and these overarch the way we teach.  The principles are:
* Autonomy to treat people with rights that are to be honoured and defended,
* Justice to share power and prevent the abuse of power,
* Responsible Care to do good and minimise harm to others,
* Truth to be honest with others and self. (Education Council, 2015)

In looking to see whether our Code of Ethics was reflective of social norms and the essential principles of humanity I looked at the work of Jean Vanier (1928-).  He is a catholic philosopher, theologain and humanitarian who introduced the 5 principles of humanity.

Principle 1 – All humans are sacred, whatever their culture, race, religion, whatever their capacities and incapacities, whatever their strengths and weaknesses may be. 

Principle 2 – Our world and our individual lives are in the process of evolving – how we think about the way we looked at things in the past, and learning about how those things in the past live in the future. 

Principle 3 – Maturity comes through working with others – we have to belong and find each other.

Principle 4 – Humans need to be encouraged to make choices – we need to become responsible for ourselves and for the lives of others as well.

Principle 5 – In order to make choices, we need to reflect and to seek truth and meaning – We need to stay connected to our reality and what’s going on in our world. We need to accept ourselves and others as we and they are.     (St Rosemary Educational Institution, 2015)

I believe that New Zealand's Code of Ethics is reflective of the principles of humanity.  Teaching is a very humanitarian profession - the primary professional obligation of registered teachers is to those they teach, but also having a commitment to parents/guardians and family and whanau, society and to the profession. (Education Council, 2015).  No distinction is made on the grounds of gender, race, age, religion, ability or nationality (Wikipedia, n.d)  Our code of ethics further backs up that humanitarian definition by saying we promote learning to those we teach mind of the learners ability, cultural background, gender, age or stage of development (Education Council, 2015).

 I believe that these principles fit very nicely with our Code of Ethics.  For example Principle 1 of Vanier's that all humans are sacred aligns with our principle of autonomy - the freedom and independence to treat people with rights that are to be honoured and defended.  Vanier's principle 4 in which he says humans need to be encouraged to make choices and become responsible for the ourselves and for the lives of others as well correlates to our Code of Ethics principle which says that we have a responsibility to care and do good and minimise harm to others.


The advantages of having a Code of Ethics:
* a clear set of guidelines that show what is acceptable behaviour for teachers
* there is equality for all teachers regardless of position, decile, or school
* teachers are given protection if they follow the code.  Students are therefore protected as well.
* parents/guardians and family/whanau are mentioned and therefore form part of the team to teach their child.

The disadvantages of this Code of Ethics:
There are always going to be disadvantages to any situation and the Code of Ethics, in my opinion, do have a downside.
*  the primary obligation of registered teachers is to those they teach (Education Council, 2015).  This can sometimes get lost when you are faced with a mountain of paperwork and expectations given from a higher power.

The Code of Ethics is a great document to read and reaffirm that the majority of teachers in the profession are doing the best they can for the children we teach, and that the job we have is an extremely difficult and diverse one, but the rewards make it worth it!  (Most of the time)


References:

St. Rosemary Educational Institution. "Jean Vanier’s Five Principles of Humanity." http://schoolworkhelper.net/. St. Rosemary Educational Institution, Last Update: 2015. Web. Retrieved on: Saturday 11th July 2015. http://schoolworkhelper.net/jean-vaniers-five-principles-of-humanity/.

Humanitarianism. (n.d.). Retrieved July, 2015, from https://en.wikipedia.org/wiki/Humanitarianism

Activity 11 - Applied and Professional Ethics

After reading Collste's article I was able to highlight some key points that I find are applicable to me and my practice.

Collste (2012) describes applied ethics and professional ethics.

Applied ethics Collste (2012) describes as the art or science of reflecting on moral dilemmas and moral problems in different social contexts.  This is the human and moral side of ethics with regard to your private and public life.  

Professional ethics develops within a community of professionals.  For older and established professions, professional ethics is the result of a tradition of moral thinking (Collste, 2012).   This is where the theory and pedagogy related to our profession comes into our ethics.  this is the side of ethics where the Code of Ethics for Certificated Teachers comes into play.  We must abide by this code and morals to supply the best education for our students and experience for their families and whanau.

As I was reading through the article there were several key points that jumped out to me as interesting.

They include:

* the differentiation between applied and professional ethics

* the history of ethics dating back to Plato and Aristotle

* that less people going to church and receiving their moral guidance from the church led to individuals themselves formulating answers.

In my own practice I am faced with varying degrees of ethical problems on a continual basis and they  may take on many different forms.  The Code of Ethics we abide by have not been plucked out of thin air, but are a well researched and thought out set of words that relate to us and our profession.  

References:

Collste, G. (2007). Applied and professional ethics–an introduction.Perspectives on applied ethics, 22.
retrieved from - http://web.usm.my/kajh/vol19_1_2012/KAJH19_1_2012_2.pdf

Activity 10 - Ethical Dilemma

To understand what an ethical dilemma is you first need to understand what ethics are and how they relate to our profession.  Google (2015) tells me that ethics are moral principles that govern a person's or group's behaviour.  In the case of teachers we are governed by our own moral fibre but also by the Code of Ethics for Registered Teachers which gives us 4 principles to guide us.  A dilemma therefore would be a situation where our morals are challenged and we must act to rectify or resolve for ourselves or the parties involved.  

Alongside the numerous positives of using social media and online access in a classroom there are always going to be the negatives.  
There is no getting away from the fact that everyone is going to have different views and opinions on every situation and it will impact in some way in classroom life.  The views and opinions parents/caregivers have on letting their children explore the online and digital world, vs the views I have on online learning and what I think is best is sometimes vastly different and for different reasons.

My class is a 1:2 device classroom with individual GAFE accounts.  We have tried to be as future focused as we can be and build up the children for the future they are going to have.  I have tried to make them as aware as I can about how they need to behave when using the internet.  We speak daily about being good digital citizens and what that means and looks like. Some ethical problems that have come up that have required addressing include:

This is an issue that is going to continue to come up in education and life anywhere near online devices.  This is something that we are going to have to evolve with and continue to monitor and solve as the issues arises.  

References:

Google. (n.d.). Retrieved July, 2015, from https://www.google.com/webhp?sourceid=chrome-instant&ion=1&espv=2&es_th=1&ie=UTF-8#q=what%20are%20ethics&es_th=1

www.educationcouncil.org.nz/required/ethics/codeofethics.stm

Activity 9 - Legal contexts and digital identities

Examine the application of guidelines on social media policies within your organisation.

Online presences are increasingly a big part of life and for our students who are growing up with devices and internet being a daily part of their lives it is of extreme importance that they understand how their online presence can impact on their lives.  We as teachers need to understand this as well.


When each child enrols at school they and their parents are required to sign:

1) cyber safety agreement
2) permission to publish

The cyber safety agreement is a bit of a waste of time in my humble opinion.  No one reads it completely, they tend to just sign it.  It's very wordy and not at all inviting.  This is something that we as a school need to work on.
The permission to publish is explained to them at the time of enrolment.  A lot of parents don't really understand what it means to put their work or image online or the implications of what it could mean.  The only people that really don't sign are parents with custody issues in which case it would be detrimental to the child to have their image online.
Each teacher signs a cyber safety agreement when they get a school laptop.

In my class:

The first term this year was spent looking close at being a good digital citizen and what that means.  We spent many hours looking at cyber safety and good digital citizenship through a variety of sources (www.netsafe.org.nz etc) and discussing how this was going to work in our classroom.  We looked at examples of bad or silly digital citizenship and how the situations affected the people involved.  We created a class licence that the children had to earn to be given their GAFE account.  We wear that licence with pride at all times.  The rules are:
1) the only account you can use is your own
2) treat the technology with respect
3) be a good digital citizen
4) if you find a site that's inappropriate, close down and see an adult

If the rules are followed then everything carries on as normal.  The children progress through their licences (learners, restricted, full) as they would a drivers licence and the rules are the same.  Have you licence on you at all times, if you're caught doing the wrong thing then goodbye licence and here's a demerit.  It's working well for me and my class.  Because it's something I have taught well and they understand the implications!

I would trust my children to be able to cope with their level of social media.  Because I have taught them what to do and how to cope.  I'm hopeful they may remember those messages in the future!  My worry is the other children who are not being taught this and the problems they may cause or encounter in their social media journey.  I think it's important that schools now have a policy or view on this, that it's user friendly and that people see the importance.  Before it's too late!