Week 18: Reflecting on own practice towards future-oriented learning and teaching.

I am Samoan, speaks Samoan fluently and totally understand our culture, still, there are barriers working Years 5, 6 & 7 Samoan Bilingual students. This reflection is based on Gibbs reflection model.

Our team received 26 chrome books. Room 22 (31 students) has 8 chrome books to use. Before, the class used to blog on DP Primary but was used as a social media.

A learning focused partnership with stakeholders (students & their parents) using the Pasifika talanoa approach to overcome the parents and students’ obstacles was created. Parents came on board, revealing their fear for children’s use of digital devices causing them to access inappropriate online sites as in the misuse of DP Primary blogging. Most parents lack technology knowledge and thought it would be impossible to support their children even though they want to be part of their learning.

Sorting out parents and students’ issues was contradicted. I felt uncomfortable as I didn’t know the parents well. I became nervous doubting their agreement about the importance of digital devices’ use in students’ education nowadays. I wondered and worried for the impact of changes to monitor digital devices’ use in the classroom. Would it be enough for the devices’ safety? I felt frustrated realizing the digital devices available would be troublesome when using due to shortage.

I adopted a transformational leadership approach to work cooperatively with the stakeholders A system to monitor the class use and safety of digital devices was in place; to know who used what device, at what time and how it was before and after use. Google doc, google slide, you tube and personal school emails were introduced to record, research and share school work with peers, parents, aiga and I. These could be used at any time, anywhere by students and their learning supporters. Transformational leadership is authentic as it gives the learner a sense of personal

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agency and is strongly motivational according to Ford, (1992); McCombs & Marzano, (1990). Students’ learning was personalized as they took ownership of their own learning believing they would succeed and become leaders by collaborating to support their peers. Their hard work and risk taking lead towards perceiving self-efficacy as trusted by Bandura (1982).

Diversity, equity and inclusivity issues challenge the 21st century learning according to Bolstad, Gilbert, McDowall, Bull, Boyd & Hipkins (2012). I respected this to cater for my linguistically, culturally, socially, economically and psychologically diverse stakeholders (students, parents and aiga). I liked an equal opportunity for them all.

Although most students had fun, enjoying sharing their learning online, some couldn’t due to unavailable home devices. Some parents took their children to the public libraries and other public places with WIFI to do and share their work. With a big class, I couldn’t keep up with internet exploration. Students accessed wrong sites as reported by others. If I set up fun relevant online activities, not much time could be wasted. I could have used some fun, relevant, authentic, challenging educational games as Amory (2007) recommends to get students engaged.

The implemented change allowed my stakeholders effective communication to support the students’ learning. It also excelled their leadership skills enabling students to support each other. Learners too, began to take ownership of their learning. I would like to support the parents, community lack of technology knowledge. 3 Way conference or a meeting can be a better chance to do this training after consulting the school management. Appropriate educational games should be taught to stakeholders focusing on accelerating learners’ education.

References

Amory, A. (2007). Game object model version II: a theoretical framework for educational game development. Educational Technology Research & Development, 55(1), 51–77 elf-efficacy mechanism in human agency. American Psychologist, 37,

Bandura, A. Self-efficacy mechanism in human agency. American Psychologist, 37, 122-147.

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

Ford, M. (1992). Motivating humans: Goals, emotions, and personal agency beliefs. Newbury Park, CA: Sage. Gose, M. (2009). When Socratic dialogue is flagging: Questions and strategies for engaging students. College Teaching, 57 (1), 45-49.

McCombs, B. L., & Marzano, R. J. (1990). Putting the self in self-regulated learning: The self as agent in integrating will and skill. Educational Psychologist, 25, 51–69.