Week 27: -Contemporary issue or trend in New Zealand or internationally.

Contemporary issue or trend in New Zealand or internationally. 

In this reflective blog post I will look at the contemporary issue or trend in New Zealand or Internationally. One of the major trends currently making its way into Schools here in New Zealand and is also Globally established is the use of 21st Century school and the use of digital technologies and e-learning.

According to Visser and Gagnon (2005), the term “trend” refers to the statistically observable change or general orientation of a general movement (Visser & Gagnon, 2005; Karataş et al, 2016).

It terms of Schools and looking at what they are doing we have some schools that are using coding and programming computers, to gamifying their classrooms to enhance their learning. In terms of my School the children are learning to use gmail and learning to do their work online and being able to work collaboratively with another across the class using heir devices. 

In my previous School I has a 1:1 netbook class where e-learning was a huge aspect of my School and class. Everything was done on the children's Chromebooks. Children were able to use my classroom site to and navigate their way around and do online journal readings and then do follow up activities online. As their teacher I was able able to use an app called Padlet with the class where they were able to using their own devices contribute to a topic that we ere studying.

My class is on the verge of becoming a Chromebook class slowly.  Being part of the IT team I have established a big transfer from outlook express and word to using google. Which has been a huge move and is starting to become successful.  This was due to me approaching the management team and explaining to them that we are heading towards 21st century Education system and it would be great to start now and begin preparing our students for their future. 

Best practice e-learning enables accessible, relevant, and high-quality learning opportunities that improve student engagement and achievement. e-Learning has the potential to transform the way teaching and learning takes place. It is about using technologies effectively across the curriculum to connect schools and communities and to provide accessible, relevant, and high-quality learning opportunities so that every student is better able to achieve their full potential.

 e-learning may:

• assist the making of connections by enabling students to enter and explore new learning environments, overcoming barriers of distance and time
• facilitate shared learning by enabling students to join or create communities of learners that extend well beyond the classroom
• assist in the creation of supportive learning environments by offering resources that take account of individual, cultural, or developmental differences
• enhance opportunities to learn by offering students virtual experiences and tools that save them time, allowing them to take their learning further. (http://elearning.tki.org.nz/About-this-site)

I believe that implementing e-learning in the classroom we are setting our children up for success in being able to be confident, capable and collaborative problem solvers. It will also help them with future work. 

References

About this site / enabling e-Learning - enabling eLearning

About this site / enabling e-Learning - enabling eLearning. (2017). Elearning.tki.org.nz. Retrieved 1 August 2017, from http://elearning.tki.org.nz/About-this-site.

Visser, L., & Gagnon, K. (2005). Defining “Trends” and “Issues” in Distance Education. Conversation with Donald Paul Ely Y. Visser, L. Visser, M. Simonson & R. Amirault (Eds. de la serie), Trends and Issues in Distance Education. International Perspectives, pp.83-89.

Week 26: Current issues In my professional context

Current Issues in my Professional Context

In this reflective blog post I will critically analyze issues of Socioeconomic factors, School Cultures and professional environments in relation to my professional practice.  I believe that to establish a good School Climate and Culture effective communication plays a key part. This meaning communication with students, whanau, hapu, iwi's, community and former colleagues.

My School is made up of majority of Maori and Pasifika students in the heart of Manurewa. The School caters for students from year 0-8. There are seven bilingual classes in Te Whānau Awhina. The kaupapa of Te Whānau Awhina is underpinned by tikanga Māori, and expressed in the whakataukī, Ko tōku reo tōku ohooho, Ko tōku reo tōku māpihi maurea. A carved waharoa leads to Te Whānau Awhina classes, alongside a whare nui, whare kai and mahau covered outdoor meeting space. The bilingual classes are funded to provide Level 2 te reo Māori. In addition, five Te Puawai classes have been established as part of the mainstream to enrich students’ knowledge of te reo Māori at Level 4. Four Samoan bilingual classes in Tautua o Tupulaga Samoa provide an opportunity for children to learn through gagana and fa’a Samoa. The malu outdoor area is a gathering place for Pasifika students in the school.

Nine classes are classified as ‘mainstream’ and cater for children up to Year 6. They include children from diverse cultural backgrounds. In this part of the school approximately 30 percent of students are Māori, and 56 percent are of Samoan, Tongan or Cook Island descent. These mainstream classes are also expected to integrate te reo Māori in everyday instruction.

As teachers at our school to need to be more culturally responsive and inclusive, this entails being able to embrace and get to know our students, whanau and their communities. To get a better understanding of who they are we need to know their culture, language, their identities, who they live with, if they work, what kind of work do they do and so forth as all this helps with being able to provide successful learning for them when they are at school.  My school  is committed to an inclusive and collaborative approach for promoting the wellbeing of students and their whānau/aiga. This commitment is captured in the school's whakatauaki "He aha mea nui he tangata he tangata, he tangata. Every effort is made to include and support students who have learning challenges, and to work with their whānau. The high number of student experiencing residential transience are well supported by the school. There is approximately a forty five percent turnover of students each year.

In Stoll and Finks article (1998) it talks about 10 influential cultural Norms. These 10 norms interconnected with each other and they feed of each other. It focuses on fundamental issues of how people relate to and value each other.

Panel 2 Norms of Improving Schools 

1. Shared goals—“we know where we’re going” 

2. Responsibility for success—“we must succeed”

3. Collegiality—“we’re working on this together” 

4. Continuous improvement—“we can get better”

5.Lifelong learning—“learning is for everyone” 

6. Risk taking—“we learn by trying something new” 

7. Support—“there’s always someone there to help” 

8. Mutual respect—“everyone has something to offer” 

9. Openness—“we can discuss our differences” 

10. Celebration and humor—“we feel good about ourselves”
Stoll and Fink (1996)

In relation to the Norms as per above, I believe that my School is able to cater for majority of these norms. Some areas that we would need help on would be in terms of getting more support for the children that are 2nd language speakers. As at times our classes are getting bigger and bigger due to the fact that the school is growing and the class sizes make it hard for the teacher to be able to cater for all the different learning needs even though he/she is trying her very best. 

All cultures are welcomed into our school and we have a great School climate and culture. Everyone feels welcome and can see the welcoming family orientated school climate when the walk through the door. We are always getting fantastic feedback from visitors that come visit our school and children. We are always looking at ways of how we can improve. 

References: 

Hongboontri, C., & Keawkhong, N. (2014). School Culture: Teachers' Beliefs, Behaviors, and Instructional Practices. Australian Journal of Teacher Education, 39(5), 66-88. Retrieved from http://ro.ecu.edu.au/cgi/viewcontent.cgi?article=2332&context=ajte

Stoll. (1998). School Culture. School Improvement Network’s Bulletin 9. Institute of Education, University of London. Retrieved from http://www.educationalleaders.govt.nz/Culture/Understanding-school-cultures/School-Culture

Week 25: Communities of Practice.

Applied Practice in Context: Week 25 Activity 1: My Community of Practice


Whakatauki: He kura tangata – He kura whānau

A person educated is a community educated

In my reflective blog post I will critically analyse and define my practice in reference to Wegner's (2000) Concept of Community of Practice. First the question that comes to my mind is: What is a Community of Practice? Communities of practice are groups of people who share a concern or a passion for something they do and learn how to do it better as they interact regularly.

A strong community of practice involves the sharing of knowledge in regards to fore filling and individual or group goal. This also involves creating new knowledge to enhance a domain of professional practice. 

Identifying my community of Practice. 

My community of practice is varied as I belong to a few different groups within my School. First and foremost I am a classroom teacher. I am a very passionate teacher and take my role as a teacher seriously in terms of providing a safe and happy classroom climate for the students in my class which not only inspire them but also challenge them and motivate them in terms of their learning and growing as capable learners. As a teacher I keep a reflective teaching blog. This is where I critically reflect on my teaching practice on a regular basis as I am a life long learner and I believe that through regular reflective practice helps me define myself as a better teacher and helps me inform my planning and teaching and look at areas where I can develop on in terms of planning as well as my teaching strategies. Finlay (2009) signify's the importance of keeping a reflective journal on everyday teaching practice. 

In terms of my COP and working with teachers and students I am also part of the IT team along side a colleague within the School. I also a tutor teacher to a beginning teacher so I also work within community of practice of other Beginning Teachers and Mentors and lastly, I am currently studying my Post grad with the Mind Lab. I also part of social media forums such as twitter, Facebook and also Google+ which are also considered part of a community of practice. I enjoy being part of these social media sites as this gives me the great opportunity to interact and discuss common areas of interests as well as share knowledge as well as gain knowledge. 

I take my role as being part of the IT team seriously as this is what I am passionate about. Enger, McDermott, & Snyder, (2002) discusses the importance of imparting knowledge. I have established my school into becoming a google school. I hold staff meeting in regards to how to use google drive and the many different aspects of how to navigate around google drive. I am responsible of assisting teachers as well as teacher Aides and Admin staff when they require any help or encounter any problems in regards to google.

The shared domain at our School is in terms of looking at different ways in which we can improve our teaching practice using digital technologies and 21st Century skills. Being part of the IT team we are always reflecting and always looking at ways that we can enhance this. At the present moment we at the beginning states a we recently moved from using a School server and outlook to going google. We are using the knowledge that we have and passing it onto others who will then take that knowledge and pass it onto the next person. We run regular meetings and attend conferences where needed to gain more insight and more knowledge on the ever changing digital world.

I honestly believe that I am a valuable and contributing member of CoP and I feel that I have participated and have flourished in terms of being a teacher. It is always great seeing others with smiles on their faces and thanking me for the knowledge that I have passed on and implementing them into their teaching and learning.

References

Finlay, L. (2009). Reflecting on reflective practice. PBPL. Retrieved from http://www.open.ac.uk/opencetl/files/opencetl/file…

Knox, B.(2009, December 4). Cultivating Communities of Practice: Making Them Grow.[video file]. Retrieved from https://www.youtube.com/watch?v=lhMPRZnRFkk

Wenger, E.(2000). Communities of practice and social learning systems. Organization,7(2), 225-246.

Wenger, E., McDermott, R., & Snyder, W. (2002). Cultivating Communities of Practice: A Guide to Managing Knowledge. Cambridge, MA: Harvard Business School Press.

"The future of the world is in my classroom today".

As a teacher I am a long long leaner and I am always researching new things to begin in my classroom. In my classroom our morning routine begins as per below:

1. Roll
2. Expectations.
3. Daily Quote.
4. Weekly Whakatauki
5. Weekly Value.
6. Weekly goal. 

Image credit: Marilyn Price-Mitchell, PhD

As I teach children that are considered middle school and majority of my class a year 4's who will next year be seniors I believe it is very very significant to reinforce values and virtues at this age level so that as they grow they will becomes great citizens on the future who will make a difference to their society and the world around them. 

While researching I came across this image: The compass advantage .  This really took my interest and I wanted to find out further what this entailed. So there are the findings. 

 Empathy is situated at "true north" on the compass because it is the driver of caring and compassionate actions in the world. By developing empathy in children, teachers help them feel valued and understood while impacting social change and innovation for decades to come. Empathy is systemically related to all of the abilities on the compass, particularly to self-awareness at "true south." Research suggests that the more children become aware of themselves, the better they become at understanding others. 

 

The article went onto explaining empathy-building habits of great teachers. For those that know me well, professionally and personally they know that I am a very empathetic person by nature and am always teaching my students the importance of empathy. But, again we teachers are life long learners and I know that I can build habits of empathy much deeper. Here are some ways that I am looking forward to implementing this in my classroom.

1. By creating a meaningful relationship with my students-This can be done by making sure that my students feel heard, being able to voice how they feel, feel seen and understood. "Teachers who know, appreciate, and respect students beyond academics help children feel cared for and increase their ability to care for others."
2. Nurture children;s self efficacy through mentoring- This can be done in my classroom by- Being supportive and encouraging, listening, setting high expectations, showing interest in students as individuals, fostering decision making skills and providing another prospective during problem, solving. 
3. Teaching values associated with good citizenship- This can be done in my class by- Implementing and teaching children values such as caring, cooperation, compassion, kindness. Also role modelling what this looks like. Getting children to do mini skits to show what this looks like and how they feel when someone shows these values to them. 

From elementary through high school, children should evolve through three developmental stages as they take on roles in society:

1. Being responsible citizens
2. Improving their communities
3. Contributing to solve societal problems

Inspire children to be their very best-This can be done in my classroom by being a great role model to the students in my classroom and modelling these values to them so that they are inspired to be their very best. Also, showing a passion and ability to inspire, clear and articulated set of values, commitment to community, selflessness, ability to overcome obstacles in life. 

Expose students to different opinions and world views: When teachers cultivate curiosity about how individuals and groups of people see the world differently, they expand children's intellectual, interpersonal, and emotional boundaries. They help students see and understand differing perspectives

The compass virtues

Curiosity:

Curiosity is the ability to seek and acquire new knowledge, skills, and ways of understanding the world. It is at the heart of what motivates kids to learn and what keeps them learning throughout their lives. Curiosity facilitates engagement, critical thinking, and reasoning.

Sociability:

Sociability is the joyful, cooperative ability to engage with others. It derives from a collection of social-emotional skills that help children understand and express feelings and behaviors in ways that facilitate positive relationships, including active listening, self-regulation, and effective communication.

Resilience:

Resilience is the ability to meet and overcome challenges in ways that maintain or promote well-being. It incorporates attributes like grit, persistence, initiative, and determination.

 Self-Awareness:

Self-awareness is the ability to examine and understand who we are relative to the world around us. It's developed through skills like self-reflection, meaning making, and honing core values and beliefs. It's situated at "true south" on the compass to symbolize that introspection is about looking into ourselves. Self-awareness impacts children's capacity to see themselves as uniquely different from other people.

Integrity:

Integrity is the ability to act consistently with the values, beliefs, and principles that we claim to hold. It's about courage, honesty, and respect in one’s daily interactions -- and doing the right thing even when no one is watching.Integrity is the ability to act consistently with the values, beliefs, and principles that we claim to hold. It's about courage, honesty, and respect in one’s daily interactions -- and doing the right thing even when no one is watching.

Resourcefulness:

Resourcefulness is the ability to find and use available resources to achieve goals, problem solve, and shape the future. It draws on skills like planning, goal setting, strategic thinking, and organizing.

Creativity: 

Creativity is the ability to generate and communicate original ideas and appreciate the nature of beauty. It fosters imagination, innovation, and a sense of aesthetics.

Empathy:

Empathy is the ability to recognize, feel, and respond to the needs and suffering of others. It facilitates the expression of caring, compassion, and kindness. It's situated at "true north" on the compass to symbolize the outward impact of educating young citizens committed to creating a just, sustainable world.

Reference:

PhD, M. (2015). 8 Pathways to Every Student's Success. Edutopia. Retrieved 16 April 2017, from https://www.edutopia.org/blog/8-pathways-every-students-success-marilyn-price-mitchell

"Today I close the door to the past. open the door to the future, take a deep breath, step on through and start a new chapter in my life"

 I farewell 2016 and say hello to 2017, a new teaching journey, a new beginning and great things to come. It was defiantly sad to farewell my teacher friends at my previous School that I taught at for the last 3 years, but most importantly it was very hard to say good bye to the tamariki (children) that I had taught. It was very emotional and very hard especially knowing that as a teacher I had touched their lives and they had touched my life in some way. I must say that I was also very excited about this new endevour that 2017 was going to bring.

Firstly, I had started my post graduate studies through the Mind lab where I had met a great bunch of teacher friends and I must say I am finding the course very exciting and secondly I had earned me a new full time teaching job teaching a year 3 and 4 class.

So here is my update.....

Welcome to my fantastic and awesome Room 16 Tamariki. What a great bunch of year 3 and 4 students. Majority of my class are from a Maori and Pasifika background. Below is a awesome picture of my class. 

I have really enjoyed working with this year group. At first, I honestly thought that it was going to be hard because for the past 3 years I had been teaching seniors, year 5-6's and it had been a while since I have taught this age group.  So, far this term has been a fantastic term and a very successful term. 

I have build great relationships with the staff at my School and they are like my second family. The staff at School are very welcoming and the School atmosphere is so welcoming. 

I have a build a great relationship with the students in my class where they are happy and feel safe in my classroom. My classroom is full of Aroha and it has been great to see that the Whakatauki's and values that are taught in my class are reflected in the children through their actions. The children in my class are the first to run and help someone that need help, or are feeling sad or down. I can see that they are developing into wonderful citizens. 

During this term I have also been promoted which is fantastic to being a permanent staff member, which is such as wonderful feeling as promotions like these don't come often so I am very blessed and thankful. I can see that the School has definitely seen something special in me which is a great feeling. 

I have also been given the opportunity to be a tutor teacher to a beginning teacher as well as been an associate teacher this term to a third year student teaching. What an opportunity to be able to share all the knowledge I have learnt over these years with these two teachers.  

I must say it has taken a lot of hard work to have got this far. I know wonder what does Term 2 have in store for me? I can't wait to see! 

"Look in your heart and write"

Writing is one of my passions and I am always looking at ways that I can inspire and motivate the students in my class, ways that will accelerate their writing and grow their enthusiasm for writing.  One aspect that I have struggled with in my class, is imagination.  How could I get the students to think more creatively  and build their imaginations.

I came across this video on you tube that I really liked. In this video it talked about how the teacher integrates writing into everything on a daily basis. Some of the other key points that I found useful in this video were:

• Students keep a writers notebook where they can brainstorm and raft ideas which they can then share with the class. 
• Giving the children the opportunity to share their writing and gain confidence in wanting to share their writing with others. 
• Giving children the opportunity to give feedback and feed forward on their peers writing. 
• Work shopping allows children to be able to give and receive feedback effectively. 
• Talking about what really good writers do. The use of mentored text or exemplars to inspire and motivate children in their writing. 
• Using books that have really good language such as vivid verbs to inspire children in their writing. 
• Follow up: Small group explicit instructions giving teacher an opportunity to access weather the children understood the content that she was teaching as a whole class eg: Vivid verbs. 
• Varying lessons: Whole class, groups and individual lessons. 
• Success with writing means creating a respectful community of writers: Teacher listening to the students concerns, that the students know that the teacher is there to help them and that we are there to help each other, that we are all learning together: teacher learning from students and vice versa.  

What I really enjoyed the most about this video is when it said that "Teachers need to see themselves as writers too." I think this is very significant. As I love to write, I am always sharing my writing with the children in my class as well as modelling this with my class.  I also show children writing that I can edited, so they can see that a good writer always goes back and re-reads their stories and edits and makes changes where needed to make their writing more powerful and paint a picture in the readers minds. 

Teacher strategies were underpinned by knowing their learners. This doesn’t just mean knowing what they can and can’t do when they write, but what appeals to them, what interests they have, experiences they like to talk about, etc. When these were factored in their learning activities, children were engaged, more confident, and skill development came with the increased mileage and motivation.

I feel this is important. In my classroom I have used realistic context that children can relate to in their writing and writing about what interests them. This keeps the children engaged and motivated. Because my class had a mix of Maori and Pacifica background, I found that the children really enjoyed writing about themselves and their cultures.  Writing was also purposeful and meaningful to the students. 

My classroom was a 1:1 net book class as everything was done digitally. I looked at the different tools that I could use in regards to technology and how I could implement this in writing. 

Some tools that I came up with that I found were very successful.

• Using story bird to create pieces of poetry, or story book or chapter book on artwork chosen by them. 
• Using picture prompts as a visual representation where the children can go just about anywhere in their imagination using that picture prompt. 
• Using Socrative where children could work collaboratively with each other in their writing.  
• Story maker -This is an interactive tool where the students are able to add characters, backgrounds etc to create their story. 

I am always learning and always looking at new ways of how I can teach creative writing to my students that are engaging and that inspires them and forms their imaginations to grow. I look forward to talking to more teachers as well as researching and professional development on this topic.

I found that growing up I always used to love to write. My ideas would always come from everywhere, from what I felt to what I saw etc that I needed to carry my idea book (thought journal)every where with me. I am really looking forward to implementing this though journal in my class-with the children that I will be working with in 2017. Once the children get into the habit of writing everyday, then their imaginations will keep growing.

"Alone we are smart, together we are brilliant"

This yeah I had the great opportunity to take part in U Learn 2016 in Rotorua. Today, I heard key note speaker Karen Spencer who is the director of Education for NetSafe in New Zealand.
Below I have taken notes about what she talked about during her keynote presentation.


Karen Spencer-Here is the link to Karen Spencers website that you can visit to get more information on her.

So, what now?

• To be an educator is to yearn to be better...getting better at what we do is part of our DNA. 
• The craft of teaching would not work without spirit. The spirit isn't enough-METHOD matters. 
• The ways in which we understand out craft is at the heart of teaching today. 
• Talk the walk: profession learning. 
• Professional learning is driven by you....community driven school based professional learning. 
• A key note: note that is played before the music begins, it sets the key for the song. 

The new #1: Teachers beliefs about their collective ability and efficacy.

This means working collectively. Being together, being networked-that is just the start. Types if conversations that we are having is the most important. I have listed some significant values that Karen Spencer talks about during her presentation.

1. Immediate values
2. Potential value: I need an idea...can you help me think about that.
3. Applied value: Shared learning from you and I take it into a different context. 
4. Realised value: Have conversations with each other, talking, hearing what they say. 
5. Re-framing value: Changing an approach, checking what you are saying. 

Look at what your community and your students needs.

1. Find the urgency-agent areas that the students need the most and start that. 
2. See the story behind data:  There are stories, lived experiences, seek to hear those stories. 
3. Embrace discomfort: working collectively, leaning and designing ways to embrace discomfort. 

Hold you ideas lightly: and we play carefully before we introduce anything. 

You have a student in your class who is not participating during class discussion

• Not understanding the content. 
• Something has happened before school. 

Look for an alignment with vision for school community and what is happening with your learners. Vision statement should be able to felt, heard, and should be able to be practiced and shown by the students. 

Outcome=vision for your school. 

She showed us this video which I have included below. The video is called" My world, my view". This video talked about disability and inclusion in New Zealand.  So what is Inclusion? This is the action or state of including or being included with a group or structure.  So, what does this mean in terms of Inclusion in Education in New Zealand. " Inclusive education is where all children and young people are engaged and achieve through being present, participating, learning and belonging" (http://www.education.govt.nz/school/running-a-school/inclusive-education). As teachers it is our job to provide these opportunities for these students so that they are able to be confident, successful learners. 

Some key points that came out from this video are:

• Children know dignity is the key to a strong community. 
• Everyone should be treated equally. It is about respecting people, respecting each other and their differences. 
• If we help each other and work together as people rather than individuals it would be a better thing. This is called collaborating-working together. 
• Every child should be able to live in a world that does not limit them. 
• Children don't see disability as a barrier to becoming a leader. 
• Leaders should be people that want to be leaders and that respect everyone no matter if they have disability or not.

See the story behind the data: 

Young people more likely to talk to peers than parents

LISTEN TO YOUR LEARNERS.

Looking at your data and stories together and seeing how you can make a difference, how we as teachers can help these children succeed in their learning. 

EMBRACE DISCOMFORT. 

How we see our world is different to how our colleagues see it. 

The John Cusack Rule

To keep the fear off the set: Look at how proof learning and systems and process allow people to add their views to celebrates differences. 

1. Compare vision to your learners curriculum.
2. Let the data open up the empathy and understanding
3. Walk around your information together.
4. Agree on your strong signals before you test and trial.

Education doesn't change the world: Education changes people. 

And its people who change the world-Paul frehr. 

"If you are not willing to learn, no one can help you. If you are determined to learn, no one can stop you"

Today during our mind lab session during the first 15 minutes we  has to discuss with others in our class our reflective videos on "21st century skills".

We then went ontoan Ice breaker where firstly we had to get into two teams and organize ourselves into alphabetical order of our names without talking. This was very fun!

We then had to organize ourselves into a line from how far we have traveled to come to class today. 

I traveled the farthest. We were allowed to use out devices to share the distances of how far we travelled to get to class today.

Innovative classroom culture-Creating adaptive competences. 

We then went onto talking about SMAR. I have included a video of what this means below.  SMAR stands for: Substitution, Argumentation, Modification and Redefinition.
This model was created by Doctor Ruben Puentedura who believed that technology allows students to think differently, perform new tasks,

Below is another video that we looked at during class that showed us what the SMAR model is all about. This was new to me and I really found it very interesting. If I was looking at my practice, I would say that my teaching at the moment would be at the latter stage of this model-Substitution and Augmentation. I honestly feel like I could be doing more, which has made me very excited in trialing all that I have been learning during my mind lab classes in my own classroom practise. 

We then moved onto looking at what are the 21st Century Skills that every student needs in terms of their future and jobs. 

Links to reading

Some of the skills that came up that students will need to have in the workplace by 2020 were:

1. Cognitive flexibility. 
2. Negotiation.
3. Service orientation. 
4. Judgement and decision making.
5. Emotional Intelligence. 
6. Coordinating with others. 
7. People management. 
8. Creativity. 
9. Critical thinking. 
10. Complex problem solving.

Looking at this, makes me wonder and think about are we doing this as teachers in our classrooms? How are we preparing our students for these skills for when they are ready to move onto the work force. 

We then moved onto talking about TPACK. 

So, the question that comes to my mind is "What is the TPACK model?"

I have included the video that we watched in our session that went into explaining what this model is. 

TPACK Involves 3 Knowledge areas. These are;

1. Technological knowledge.
2. Content knowledge.
3. Pedagogical knowledge.

And looking at how they work together to increase student motivation and to make the content more accessible to the students. 

Content=The WHAT The object matter we are teaching. 

Pedagogical knowledge=The HOW. What teacher tools are we going to be using? Direct instruction, Inquiry, debate, Group discussions, Modelling, How are we going to make the content more accessible by the way we present it to our students. 

Technological Knowledge= Its the PARTNER. Selecting the appropriate technologies. What technology will we choose to use to make the content more accessible to the students while supporting the pedagogical strategies. Some technologies include: Laptop, projector, Smart board, Video, Camera, Google drive, movie etc. 

At the heart of TPACK is the students needs. 

 

We then moved onto looking at useful apps. Below are some new useful apps that was introduced to us during class. 

Useful apps 

Google Maps/Earth

Tools-Google maps

Google Earth.

Google Tour builder (BETA)

We used Tour builder app to create a personal recount example for an example lesson plan.
Here is my example.
This was a new app to myself and I was very excited about using this app and am very excited about using this next week in terms of student reflections for EOTC week.

We then watched a video on Technological disruption. Below I have included this video. In this video it shows how we used to be able to hire videos and DVDs at the store to have movie nights but how times have changed now where in today's world they now have netflixs where you can use multiple devices to watch movies.

Technology Disruption and mixed Reality. 
Disruption in Education
Disrupted Domains
Which sectors/industries have been disrupted recently?
-Air BnB (Accommodation providers owns no real estate)
-Skype (Phone companies owns no telecom infrastructure)
-Alibaba (Retailers)
-Netflix  (Movie houses owns no cinema's  or physical stores)
-Facebook(media companies)
Apple and google. (software vendors)
-Taxi companies owns no taxi's (Uber)

We also watched a TED talk on how they have designed cars where you don't have to physically drive them. WOW! This was def. amazing to watch.

Collaborative task:
Which career are a safe bet?
Jobs that will exist in 20 years time

1. Teachers-What would happen
2. Industries with social interaction: Beautician
3. Paramedics, Fire fighters.
4. Social Workers, councelors, psychologist.

Will a Robot take your job

885, 000 (46%) of NZ jobs are at risk of automation in the next two decades 

Mixed reality-Virtual reality. 

What (if any) value does this tool add?
Think about the first activity that you did with Google Tour Builder, as weak as SAMAR and TPACK

What are the potential used of VIRTUAL REALITY WORLD in Education?

ARGUMENTED REALTITY
(making something to life-trigged images)

Apps: 
Ingress-Pokemon GO
Universal Aurasma
Blippar
Quiver