Week 18/Future-oriented Learning and Teaching

Step 1 (Description):

Since starting my studies through The Mindlab, the number one thing in my future oriented practice that has been impacted is the way I implement technology into my classroom. I have had one to one iPads in my classroom for a few years now but have known deep down that I wasn't utilising them in the best way. For instance I would download any app I heard another teacher talk without actually trialing it properly myself, and I didn't have pedagogical knowledge about fostering digital technologies in a 21st century learning environment. 

By analysing my implementation and leadership of past digital initiatives in my Mindlab assignments against relevant theories and research, it has helped me to better understand where I was going wrong and be more thoughtful with how I implement digital technologies in the future. Now my iPads only have apps tested by myself. These apps are linked to my class google site that I have developed to run my classroom programmes through. It has enabled me to make learning more visible for students and their whanau.

Step 2 (Feelings):

Initially, I felt as though a light bulb went off. I finally had access to the resources I had been searching for. It was a little hard to look back (in the Mindlab assignments) on all of the mistakes I'd made but I've decided those needed to happen as part of my own learning process. Now I feel a lot clearer with not only the 'how' to implement the technologies but also the 'why' I should do it a certain way. 

Step 3 (Evaluation):

My students now see the iPads as a tool for learning, not just something 'fun' to play on. They are more goal driven and a lot clearer about what they are learning and why. The handful of whanau that have been given access to the site have enjoyed seeing what their children have been learning at school. I have a student in France with her family who have been accessing the site to keep up with the learning that has been occurring in the classroom. 

Although this process has been hugely beneficial to my teaching practice, it took me a while to get my head around the fact that our learning programmes are visible to the world. My google site is still under construction and is a work in progress so there are a lot of parts of it that are unfinished. The changes I have made to make learning more digital and visible has improved my practice and really made me think about the content I am teaching and different ways I can improve it using digital technologies.

Step 4 (Analysis): 

I feel the models SAMR (developed by Ruben Puentedura, ) and TPACK (developed by Punya Mishra and Matthew Koehler, 2009) have helped me build confidence with digital technologies and  enabled me to think more deeply about the potential the learning tasks I create have; as well as inform/evaluate my practice.

With the use of the Assessment Rubric for TPACK and SAMR developed by Grandgenett, Harris & Hoffer (2010), I can assess the quality of my technology integration and effective teaching approaches. 

Step 5 (Conclusion): 

In conclusion, there are always things I could have done/ can do to make the implementation of digital technologies more efficient. In terms of my google site, I could have waited till my entire site was up and running before I introduced it to the class, but it is still evolving so the fact that I have been about to trial different aspect of it has been great. 

Step 6 (Action Plan):

I have learnt that with the correct tools and theories, I am more confident with implementing digital technologies. The change I have made has benefited my students and their whanau by making learning more visible therefore strengthening home school partnerships. My next steps are to roll out the access to the class google site to all student's whanau and ask for feedback/feedforward iso I can make further improvements to it.  

I have used Gibbs (1988) reflective cycle for this reflection about my future oriented learning and teaching.

Reference List:

Bolstad, R., Gilbert, J., McDowall, S., Bull, A., Boyd, S., & Hipkins, R. (2012). Supporting future-oriented learning and teaching — a New Zealand perspective. Report prepared for the Ministry of Education. Retrieved from https://www.educationcounts.govt.nz/publications/schooling/109306

Finlay, L. (2009). Reflecting on reflective practice. PBPL. Retrieved from http://www.open. ac.uk/opencetl/sites/www.open.ac.uk.opencetl/files/files/ecms/web-content/Finlay-(2008)-Reflecting-on-reflective-practice-PBPL-paper-52.pdf

Koehler, M. J., & Mishra, P. (2009). What is technological pedagogical content knowledge? Contemporary Issues in Technology and Teacher Education, 9(1), 60-70. Retrieved from https://www.learntechlib.org/p/29544/article_29544.pdf

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