Week 30 The Use of Social Media in My Teaching.

Week 30 The Use of Social Media in My Teaching.

A river cuts through rock, not because of its power, but because of its persistence.

Jim Watkins

Ha ha! What a joke.

I am the follower. Ever cautious of something new that I am not sure how to control. I follow all sorts of sites and love the interactions. I love trying new things for myself – but hesitate about using them in my practice.

Running scared. That’s me. What if something gets on social media and I can’t control where it goes? What if a parent complains? What if the work students present is not up to standard? What if…? What if….? What if….?

 What if I try it and it works? There’s a novel idea.

I currently use Class Dojo which has been extremely effective when communicating with parents who have English as a second language. Not sure why, but I think it is because they have time to process information and respond in writing. Anyway – that is successful.

  I have been on Google+ for ages. Not sure why, because until I hit Mind Lab it was just a site I occasionally browsed. Now I feel as though I am a connected educator who finds food for thought and issues to debate with a wide range of collaborators. It has been a revelation to find so may like minded people who willingly share their ideas and find value in my ideas and opinions. The use of Pinterest and the NZ teacher page on Facebook are a regular source of inspiration and resourcing as well as a great place to share ideas. This use of social media is defined by Melhuish (2013) as the hook for teachers. The way that I currently use social media supports my professional development. I can connect with experts and other educators with interests that match mine. I can share ideas and collaborate to plan, explore and find new ways to present information. This is incredibly empowering and strengthens my understanding of differing viewpoints. Problems can be addressed and solutions found with the rapid sharing that occurs.

So why can’t I do this with the kids? They can make connections and be motivated by others with like minds and interests. They can be connected and find, or offer, solutions and ideas to others. The world view they have can be expanded and informed through interactions with students from other places. Empathy for others could develop as connectedness causes students to realise the impact of events on people they know and communicate with.

We have a class blog in the tentative teacher controlled phase that most class blogs begin with. Definitely time to amp it up and allow our students voice and control. There are plenty of experts we can call on to help us past the nervous beginnings. That is ‘teacher nervous’ beginnings as we know our kids will be all over it – mistakes and all.

 Growth mindset has been a huge factor in our teacher inquiry with a particular focus on maths. It has spilled over into all other aspects of our classroom learning and now it needs to hit us between the eyeballs. Time to practice what we preach. Growth mindset for teachers.

Time to face the dragon. Time to harness the use of digital technology that is a real and present part of our students lives and use it to engage and motivate their learning.

 So why do I still hesitate? Because, like many before me, and as pointed out by Seaman et al (2013)., I have high levels of concern with multiple aspects of privacy. I worry about my students being safe digital citizens who are aware of the scope of their digital footprint.

 I know that I need to be transparent and open about these concerns and learn with my students. I need to utilise Netsafe and other digital safety programmes and face my fears.

Melhuish, K.(2013). Online social networking and its impact on New Zealand educators’ professional learning. Master Thesis. The University of Waikato. Retrieved on 05 May, 2015 from http://researchcommons.waikato.ac.nz/bitstream/han...

Seaman, J., & Tinti-Kane, H. (2013). Social media for teaching and learning. Babson Survey Research Group. Retrieved fromhttp://www.onlinelearningsurvey.com/reports/social-media-for-teaching-and-learning-2013-report.pdf

Activity #5 Law and Ethics

Law and Ethics

The world has become such a small space since social media has become so prevalent. Come on now. Be honest. Did you stalk a new colleague on facebook as soon as you got their name as the new staff member? And when you found them did you make judgements based on what you saw? It is something that routinely happens now in a wide range of situations. Prospective employers, parents checking out the new boyfriend/girlfriend and so it goes on.
 I teach primary school and it is alarming how many students have a facebook profile that is unguarded and open to the world. These students do not have the maturity or knowledge of repercussions that they may face as a result of these public postings.
  But they are kids - how can a bunch of professionals show so little regard for the same media that we claim to know so much about?
  We aim to teach our students to be digital citizens who will use media responsibly. Great ideal. Then I see so many posts that make me say "What were they thinking?" as teachers are shown partying, drunk etc.
 Many of the posts that I appear in would seem to indicate a great fondness for wine. In reality I may have a drink once a week, but that is not what my posts indicate in a joking sort of way. I guess that is why I lock down my account as best I can to family and friends.
  I would hate to think that an innocent joke on fb could compromise my position according to the Code of Conduct. The review of this code, which is currently being undertaken, reflects the intensity of scrutiny that teachers are under. Every action needs to be carefully considered taking into account the privacy laws, the vulnerable children legislation, the education act, the school policies and the least used one - good old common sense. Teachers must never be alone with a child - I get that - no photos can be published without parental permission - I understand that, but wonder how long it will be before a student can challenge that decision in their own right - I must not hug a child - no - can't work with that. That is a bridge too far. If I can make a difference in students lives I need to be able to meet their social, emotional and educational needs. If legislation will prevent that, then it is time I found another way of earning a living.
  I am happy to see restrictions on the use of digital media as we struggle to help our students understand the whys and what ifs, and I guess we need to look at exactly those issues for our own image and images.

Activity #4 My Community of Practice: Cultural Responsiveness

Activity 4 : Indigenous knowledge and cultural responsiveness in my practice

Te Kōtahitanga Phase 3 Whānaungatanga: Establishing a Culturally Responsive Pedagogy of Relations in Mainstream Secondary School Classrooms Report to the Ministry of Education R. Bishop, M. Berryman, T. Cavanagh & L. Teddy

 “….an approach that rests in the first instance upon a commitment by teachers to build caring and learning relationships and interactions with Māori students; in the second, for teachers to strongly believe Māori students can improve their achievement; and thirdly, their students are able to take responsibility for their learning and performance. “ (p.12)

This explanation of culturally responsive pedagogy resonates with me. I believe that this fits with my understanding of what an effective classroom teacher does as a matter of course with all of their students. The difference however, is in the understanding of the real relationship with the student. In the past I have used myths and legends, Måori language, waiata and art and craft as a way of engaging with students. I now realize that these are the trappings of culture – they are an important element of cultural identity, but do not get to the heart of the relationship that needs to develop in order to be culturally responsive.

As a result of my new understanding of cultural responsiveness and the learning I have done at Mindlab I believe that I am now co-constructing learning to a greater degree. I am seeking ways to get to know my students and giving them more agency. For some students this is powerful and effective, but for others the connections are not yet creating the responses I am looking for.

When I look at The Mauri model (Kepa 2011) I am starting to recognise not only where I fit, but that my students are also in different places along the continuum. I believe that I am moving through the awakening stage as my understanding grows. I also believe that many of my students are at varying levels on this continuum, and the way I get to know them and their families may impact on next steps for them and for me.

  In our school there is good awareness of the importance of cultural identity. Our school itself has a strong culture of support. Many visitors comment on the welcoming friendly atmosphere.

Our mission statement embraces the vision that all students can succeed -   "Success through Learning"
Our school's underlying aim for children is that they experience success in their school life.  We want them to develop the interests, knowledge and skills that will serve them well in their future.  In addition, we aim to strengthen them as learners, with the tools they will need for further success in schooling, and life beyond school.  We hope they leave us with an appreciation of the power of learning.

The following excepts from the latest ERO report indicate a positive learning culture for Maori students as well as the general population.

  Students learn in an inclusive and supportive atmosphere. They feel valued and welcome. The principal, trustees and teachers are making good use of strong links with families and the wider school community.

The school values and vision have helped to build the positive school culture. 

Māori student achievement is similar to or slightly better than that of other school groups. Senior leaders and teachers have developed and are implementing a detailed plan to support Māori student achievement, and to provide opportunities for Māori students to experience activities that reflect their cultural heritage. The kapa haka group is large and inclusive. The students enjoy performing, and benefit from the good quality teaching of te reo and tikanga Māori. Teachers monitor Māori student achievement, engagement and well-being to evaluate the success of their programmes, and regularly communicate their findings to whānau.

What these excerpts don’t show are the school whakapapa in the form of houses named after past principals, the cultural groups who step up at assemblies and special occasions – the hair on the back of my neck stands up when I recall the haka done in my honour when I was presented with a pounamu to commemorate 20 years of service - the International days, the pride and presence of Maori and Pasifika students in sports teams, clubs and duty rosters throughout the school.

  We have a strong base to work from, and with growing understanding of what it really means to be culturally responsive I have very positive vibes about what we can achieve together.