tag:blogger.com,1999:blog-69719098770008337122024-03-14T13:11:31.448+13:00Digital Learning & LeadingProjecting positivity and continuous improvement...
I am a First Time Principal at a primary school in Auckland, New Zealand. This blog is to share my leadership adventures. I like to inspire learners (both students and teachers) to be the best learners they can be and promote future focussed pedagogy.
Ms Driverhttp://www.blogger.com/profile/07117330226148531358noreply@blogger.comBlogger54125tag:blogger.com,1999:blog-6971909877000833712.post-6405907762328068102018-07-01T17:38:00.001+12:002018-07-01T17:38:41.808+12:00TML Wk 32: A key change in my professional practice.<div style="text-align: justify;">
<span style="font-family: "arial" , "helvetica" , sans-serif;">My post this week relates to reflective practice. In response to this I will consider as a school leader the impact that this course has had on my professional practice as a leader using aspects of the Hack Education themes. I will discuss this considering what happened using Rolfe’s (2001) reflective model to unpack it. This takes the form of three simple questions, “what”, “so what” and “now what”.</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">The Mindlab's 2016 portal of <a href="https://hackeducation.co.nz/">Hack Education</a> in which the trigger statements “In the future education will be…”, “In the future education will not have…” and “I wish education…” were answered and subsequently analysed into 13 themes/concepts as shown in the picture below and from the research of Parsons et. al (2017, p61) this a</span><span style="font-family: "arial" , "helvetica" , sans-serif;">llows me to reflect on the areas of my practice related to collaborative, technological, future focused, digital and 21st Century Skills Based as a leader of a primary school.</span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">I have also felt a huge responsibility as an educational leader to promote within our staff a Learning-focused culture as required within <a href="https://educationcouncil.org.nz/sites/default/files/Our%20Code%20Our%20Standards%20web%20booklet%20FINAL.pdf" target="_blank">Our Code, Our Standards</a> for the teaching profession where this is described as:</span></div>
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As a school leader, I am wanting our teaching team to collaborate together and provide the best learning opportunities for our students in order to be future focused. I have reflected on the use of digital technologies for both staff work streams and student learning. Seeing the value of participating in this course and encouraging as many staff members as possible to participate, I have had to have a positive mindset and show ways of working that the workload for this course, as well as teaching and family commitments can be achieved. It has been important to encourage others on the course to speak positively rather than negatively about the workload (this has been the biggest challenge, and one that hasn't fully been achieved). Although I can see positive changes in daily practice for each of the staff members involved in the course, it is hard for them to see beyond the workload capacity that this new learning has brought to encourage others to participate.</div>
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<span style="font-family: arial, helvetica, sans-serif;">In promoting a learning-focused culture I have developed digital systems in order for staff to collaborate and reflect using teaching as inquiry with a collaborative inquiry lens. This process has been iterated several times in order to explore adaptive leadership and being agile in order to meet the needs of the staff (this has been my biggest reflective area and change in practice). Recognising through feedback that the digital system created wasn't working for staff and providing coaching and changes to get what is required for effective teaching as inquiry and learning-focused culture it was important to refine and revise our digital system for staff reflection on the changes in their practices. I need to relate these changes also to the professional standard so that staff can see explicitly the link to the learning-focused culture standard.</span></div>
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<b>Now What?</b></div>
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I need to continue promoting effective digital work flow and consider the parameters of professional learning for all staff to feel comfortable working and teaching in a digital world. As a staff next term we will complete the <a href="https://www.digitalpassport.co.nz/?gclid=Cj0KCQjw1NzZBRCoARIsAIaMwusnr8XbAnIqUzT3MOxammePOL7Z5kO1HE7k48vzNQmsrchsqNn8NuEaAriTEALw_wcB" target="_blank">digital passport </a>created by MindLab and several staff have also committed to becoming Google Certified Educators Level 1 - being a Google for Education NZ Leader, I will be running a study group each week to support our staff.</div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">In order to reflect on digital innovations at our school, I need to work with a team of educators that looks closely at our Tinker Time innovation to create a rubric that identifies a progression of learning. This document would support staff to understand how our learners participating in the Tinker Time innovation are meeting the achievement objectives and process outcomes of the digital technologies curriculum. I envisage that this will link to 21st Century skills and attributes and link back to our newly created GEMS foundation of learning curriculum at Sunnyhills School.</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">I will continue to lead by example in digital leadership within my school context and wider professional networks that I am involved with. I will encourage our staff on this Post Grad Certificate in Applied Practice my support to successfully complete their professional learning by continuing to dedicate time in our meeting schedule for them to focus on their professional improvement. I will also encourage the graduates that form our Sunnyhills Community of Practice to continue to be innovative and feel comfortable to explore the digital possibilities for our learners and to share this practice with all our team, so that all classes at our school can benefit from our new learning.</span></div>
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<b>References:</b></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">Ministry of Education (2017). <i>Our code, our standards.</i> Retrieved from <a href="https://educationcouncil.org.nz/content/our-code-our-standards">https://educationcouncil.org.nz/content/our-code-our-standards</a></span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Parsons, D., Lynch, J., Han, B., & Thorn, R. (2017). Hack education: Crowdsourcing the future of education in New Zealand. In S. Nash and L.L.M. Patston (Eds.), <i>Spaces and Pedagogies: New Zealand Tertiary Learning and Teaching Conference 2017 Proceedings </i>(pp. 57–66). Auckland, New Zealand: ePress, Unitec Institute of Technology. </span></div>
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Rolfe, G., Freshwater, D., Jasper, M. (2001) <i>Critical reflection in nursing and the helping professions: a user’s guide.</i> Basingstoke: Palgrave Macmillan.</div>
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<span style="font-family: arial, helvetica, sans-serif;">Image credit: </span><span style="font-family: arial, helvetica, sans-serif;">https://pxhere.com/en/photo/1379760</span></div>
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Ms Driverhttp://www.blogger.com/profile/07117330226148531358noreply@blogger.com0tag:blogger.com,1999:blog-6971909877000833712.post-31379148643564405132018-07-01T15:00:00.001+12:002018-07-01T15:16:10.270+12:00TML Wk 31: Indigenous Knowledge & Cultural Responsiveness<div class="separator" style="clear: both; text-align: center;">
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<span style="font-family: Arial, Helvetica, sans-serif;">My post this week relates to indigenous knowledge and cultural responsiveness. In response to this I will consider as a school leader the systems and structures I promote to enable and enhance culturally responsive practice in relation to our community demographic. As there is a large field to consider within this area of practice I will focus on the school Vision & Values, along with our communication methods. I will discuss this considering what happened using Rolfe’s (2001) reflective model to unpack it. This takes the form of three simple questions, “what”, “so what” and “now what”.</span></div>
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Culturally responsive pedagogy is described by Gay (2001) as “using the cultural characteristics, experiences and perspectives as conduits for effective teaching” (p. 106). It is important to consider your own cultural intelligence and family values and how this impacts on your actions and interactions within a bi-cultural and multi-cultural society. As teachers, we are entrusted to be culturally responsive to meet the needs of our learners and communities in which we serve.</div>
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Our <a href="http://www.sunnyhills.school.nz/our-vision">Vision statement </a>contains six paragraphs that are aspiration to our school community to work towards achieving for our community. One paragraph states:</div>
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<i>Sunnyhills has a diverse community. We are responsive to our learners and whanau through our recognition and respect of the many cultures, languages, identities and needs. A willingness to embrace differences is fostered, all the while promoting our special “Kiwi Culture”.</i></div>
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<span style="font-family: Arial, Helvetica, sans-serif; text-align: center;">Our vision also states </span><i style="font-family: Arial, Helvetica, sans-serif; text-align: center;">"Our curriculum is inclusive of all learners and all cultures".</i></div>
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While our vision statement is long, our 5 values reflect the essence of our school vision. Part of this that is reflective of culturally responsive practice is that we celebrate our differences, show kindness and respect, along with treating each other fairly. </div>
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As a school leader while it is important to promote the unique bi-cultural partnership of the Maori culture first and foremost, it is important that we need to be responsive and reflective of our diverse school community. Sunnyhills School has the following ethnic demographic</div>
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<a href="https://3.bp.blogspot.com/-HhCG7fxrmhM/WzhGNV4nWZI/AAAAAAAAnSU/tvjQS79mwjsQPtGaaPKp3IdY1SQCtN71gCEwYBhgL/s1600/Screenshot%2B2018-07-01%2Bat%2B12.50.32%2BPM.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em; text-align: justify;"><img border="0" data-original-height="148" data-original-width="282" src="https://3.bp.blogspot.com/-HhCG7fxrmhM/WzhGNV4nWZI/AAAAAAAAnSU/tvjQS79mwjsQPtGaaPKp3IdY1SQCtN71gCEwYBhgL/s1600/Screenshot%2B2018-07-01%2Bat%2B12.50.32%2BPM.png" /></a></div>
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in which a large proportion identify as Asian.</div>
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<span style="font-family: Arial, Helvetica, sans-serif;">Currently, we are creating an Asian Awareness Strategy in response to the 46% of our school population identifying as Asian. Chinese form the largest demographic within the Asian community (32%) and I have worked hard over the last 3 years to engage with this community to understand more about their values and needs at our school. I have started a WeChat group to be responsive to their questions, as well as hold termly meeting that are well supported by a Board member that is able to interpret for us. I have also engaged the Asia New Zealand Foundation to hold a parent evening for all our whanau on why we need to understand the impact of Asia on New Zealand's changing multi-cultural landscape and had the opportunity to travel to both South Korea and Singapore on educational tours to understand cultural aspects of these communities and how they might impact at Sunnyhills.</span></div>
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As a school leader creating a new language of learning based on a school values and vision has been important work. Having a strong moral compass towards promoting the bi-cultural relationship and unique position of Maori in our community even though Maori only form a small demographic (5%), is a priority for me and a challenge. Our staff participate in daily karakia in their classrooms and try to incorporate tikanga and waiata to the best of their ability. We have a teacher supporting our Years 1-3 learners with te reo and Te Ao Maori, as well as a whanau member who has stepped forward to take our Kapa Haka group. More can be done and communicating via face to face hui with our Maori community is a vital next step. </div>
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On a bi-cultural level, it is important that our foundation of teaching and learning philosophy incorporates Te Ao Maori principles. Our language of learning that has been developed over the last term is based on the concept of GEMS: Growth, Empathy, Mana and Self-belief. We have looked closely at how these GEMS principles first and fore-mostly link with culturally responsive pedagogy and principles from Tataiako (Cultural competencies for teachers) and the Key Competencies from both the New Zealand Curriculum and Te Whariki (ECE curriculum) as pictured (below).</div>
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<a href="https://2.bp.blogspot.com/-9IZ7QoFJI_g/WzgbWDN_N4I/AAAAAAAAnRg/xRt1pDdNqCw0WuwAL5MP2MhWMcxj4OrYACLcBGAs/s1600/Screenshot%2B2018-07-01%2Bat%2B12.04.41%2BPM.png"><img border="0" height="313" src="https://2.bp.blogspot.com/-9IZ7QoFJI_g/WzgbWDN_N4I/AAAAAAAAnRg/xRt1pDdNqCw0WuwAL5MP2MhWMcxj4OrYACLcBGAs/s640/Screenshot%2B2018-07-01%2Bat%2B12.04.41%2BPM.png" width="640" /></a></div>
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As yet, we have not shared widely with staff this new foundation of learning and teaching (it has arisen out of research that the leadership team have done towards reaching our school vision and values). Next week, our staff will come together with the Board of Trustees, to report back our research and investigations into practices that our school can do in order to achieve our school vision - this is a unique practice. It is agile and responsive, as a leader, I do not know what may surface and will have to consider how to implement the suggestions (based on research that come from our staff)... plus consider how to communicate this with our community and learners.</div>
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Community consultation needs to occur as part of our next steps at Sunnyhills in relation to our vision and values, along with a communication plan. Our vision journey with the <a href="http://schoolsthatdeliver.com/about-the-book/to-school-staff-its-community/">Schools That Deliver network </a>needs to be communicated with all members of the community. While this has been done to a certain extent through our monthly newsletters and weekly emails, no face to face discussion and feedback has happened. A whole school consultation evening for communicating our vision needs to occur, as well as smaller ethnic group meetings for our Maori (5.6%) and Pasifika (1%) families, along with our smaller Asian minority groups that make up our demographic (of importance to note - Indian (5%) and Sri Lankan (3%).</div>
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Communication via WeChat needs to continue with our Chinese community (32%)</div>
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and further exploration into translating newsletters into Mandarin needs to be considered. I have been approached by different website providers that offer a translation feature, which might be of use. This would again need to be trialled to ensure the translation into different languages was accurate. I believe it is important to continue with my informal coffee chat opportunities that any community member can attend, so that all members of the community can have a voice and meet with the me (the principal) to discuss what is relevant and pertinent to them as a moment in</div>
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<a href="https://4.bp.blogspot.com/-zF2Oj-fkvvI/WzhHT9DBE6I/AAAAAAAAnSk/cUGHiLwN0PcijyX3w0UOZjjB-RLhhKDqgCLcBGAs/s1600/Screenshot%2B2018-07-01%2Bat%2B12.23.30%2BPM.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em; text-align: justify;"><img border="0" data-original-height="210" data-original-width="296" height="141" src="https://4.bp.blogspot.com/-zF2Oj-fkvvI/WzhHT9DBE6I/AAAAAAAAnSk/cUGHiLwN0PcijyX3w0UOZjjB-RLhhKDqgCLcBGAs/s200/Screenshot%2B2018-07-01%2Bat%2B12.23.30%2BPM.png" width="200" /></a></div>
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time with their on-going experiences of a whanau to be proactive in meeting the needs of our community.</div>
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Another next step for us, is to include visual symbols around our school to identify the unique bi-cultural heritage of New Zealand as well as incorporating symbols from our Asian community. We are currently looking at erecting a beautiful carved Maori structure at our entrance and paint cultural symbols and signs around our school environment too.</div>
<br /><b>References:</b><br />Gay,G. (2002). Preparing for culturally responsive teaching. Journal of Teacher Education, 53(2),106-116.</span><div>
<span style="font-family: Arial, Helvetica, sans-serif;"><br />Ministry of Education (2011). Tataiako: Cultural Competencies for teachers of Maori Learners. New Zealand Teachers Council <br /><br />Rolfe, G., Freshwater, D., Jasper, M. (2001) Critical reflection in nursing and the helping professions: a user’s guide. Basingstoke: Palgrave Macmillan.<br /><br />Sunnyhills School (2018). Ethnic Statistics. Internal School Data. Retireved on 1/7/18 from www.etap.co.nz<br /><br />Sunnyhills School (2018). GEMS: a foundation of learning. Internal School Document. <br /><br />Sunnyhills School (2017). Vision & Values Statement. Retrieved from http://www.sunnyhills.school.nz/our-vision</span></div>
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Ms Driverhttp://www.blogger.com/profile/07117330226148531358noreply@blogger.com0tag:blogger.com,1999:blog-6971909877000833712.post-68678590037157823682018-07-01T14:54:00.001+12:002018-07-01T14:54:30.250+12:00TML Wk 30: Trends Influencing NZ<span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="background-color: white; text-align: justify;">My post this week relates to trends influencing NZ or internationally. In response to this I will be reflecting on the trends I am informed by professionally following <a href="https://core-ed.org/research-and-innovation/ten-trends/" target="_blank">Core Education's Ten Trends over</a> the last decade. </span><span style="background-color: white;">I will discuss this considering what happened using Rolfe’s (2001) reflective model to unpack it. This takes the form of three simple questions, “what”, “so what” and “now what”.</span></span><br />
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<span style="font-family: arial, helvetica, sans-serif; text-align: justify;">Trends are a general direction in which something is developing or changing. The education sector needs to take stock of the rapidly changing world around our industry and consider the implications for preparing our learners for a world in which the impact digital technologies is creating disruptive and exponential change. Daggett (2014), identifies five potentially disruptive emerging trends are that need to be considered in the education sector (page 4-8), these are: </span><span style="font-family: "arial" , "helvetica" , sans-serif;"></span><br />
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<tr><td style="text-align: center;"><span style="font-family: "arial" , "helvetica" , sans-serif; margin-left: auto; margin-right: auto;"><a href="https://core-ed.org/research-and-innovation/ten-trends/2018/" target="_blank"><img border="0" data-original-height="454" data-original-width="491" height="295" src="https://2.bp.blogspot.com/-P4qr9QMjiUY/Wy7LO_GYHCI/AAAAAAAAnPg/XAHfkN3c0S0TdrLLmQ9OKeekPJnvwiy5ACLcBGAs/s320/Screenshot%2B2018-06-24%2Bat%2B10.21.47%2BAM.png" width="320" /></a></span></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><a href="https://core-ed.org/research-and-innovation/ten-trends/2018/" target="_blank"><span style="color: black; font-family: "arial" , "helvetica" , sans-serif; font-size: small;">Figure 1: Core Education: 2018 Trends</span></a></td></tr>
</tbody></table>
<div style="text-align: justify;">
<span style="background-color: white; font-family: "arial" , "helvetica" , sans-serif;">Since 2007 Core Education have published each year ten trends based on research that the New Zealand education sector could consider. In 2014, Core Education started grouping the ten trends that they believe are important to consider against 5 themes: 1) Cultural; 2) Technology; 3) Structural; 4) Economic; and 5) Process. </span></div>
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<span style="background-color: white; font-family: "arial" , "helvetica" , sans-serif;">As an educational leader that is future focused and interested in being at the forefront of current pedagogical practice, I have encouraged staff to implement a STEM based curriculum in our context in order for our learners to acquire skills and apply learning that is much needed for their future. This initiative in our context is called Tinker Time. </span></div>
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<div style="text-align: justify;">
<span style="font-family: "arial" , "helvetica" , sans-serif;"><b>So What?</b></span></div>
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</span>
<div style="text-align: justify;">
<span style="color: #333333; font-family: "arial" , "tahoma" , "helvetica" , "freesans" , sans-serif;"><span style="background-color: white;"><span style="font-family: "arial" , "helvetica" , sans-serif;">As a professional leader I have taken notice of Core Education's ten trends because they specifically relate to exponential change and digital disruption affecting New Zealand educational contexts. Tinker Time, provides learners with kits of cutting-edge technology that are rotated around each classroom for our learners to explore and engage with. It addresses Daggett's (2014) areas of heightened demand for career readiness (with coding and critical thinking strategies being employed) along with the development of personal skills, and addresses the impact of digital learning. The Tinker Time initiative also sits within the Economic thread of the ten trends, as we prepare our Sunnyhills learners to be active members of their future community.</span></span></span><br />
<span style="color: #333333; font-family: "arial" , "tahoma" , "helvetica" , "freesans" , sans-serif;"><span style="background-color: white;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><br /></span></span></span>
<span style="color: #333333; font-family: "arial" , "tahoma" , "helvetica" , "freesans" , sans-serif;"><span style="background-color: white;"><span style="font-family: "arial" , "helvetica" , sans-serif;">We have had many visitors to Sunnyhills to see how we have set this up. Our parent community has provided positive feedback and our teaching staff do not have to be experts in the use of this new technology, however they must allow our students the opportunity to explore the Tinker Time kits. The below presentation explains our Tinker Time at Sunnyhills:</span></span></span></div>
<iframe allowfullscreen="true" frameborder="0" height="400" mozallowfullscreen="true" src="https://docs.google.com/presentation/d/e/2PACX-1vTB74MxUeRzD_drC3Sqlz96-GF368a8wJGxvZo4L0zzVvsyvav5zafgZ0dH36X3LfQPDLL2rLLRFA7S/embed?start=false&loop=false&delayms=3000" webkitallowfullscreen="true" width="600"></iframe>
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<span style="color: #333333; font-family: "arial" , "tahoma" , "helvetica" , "freesans" , sans-serif;"><span style="background-color: white;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><br /></span></span></span></div>
<span style="background-color: white; font-family: arial, helvetica, sans-serif; text-align: justify;">The Horizon Report, agrees that concepts implement like the Tinker Time activities that we employ at Sunnyhills, help to create opportunities for students to stimulate complex thinking (NMC, 2017). They postulate that authentic learning isn't a trend, it is a necessity and that inquiry based learning and STEM related activities will help learners be future ready.</span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><b>Now What?</b></span></div>
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</span>
<span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="background-color: white;">I believe through th</span>e implementation and promotion of Tinker Time, I have followed the steps described by Daggett (2014) that school leaders can take to address the existing challenge in the context of emerging trends:</span><br />
<ul>
<li><span style="font-family: "arial" , "helvetica" , sans-serif;">Create a culture that supports change</span></li>
<li><span style="font-family: "arial" , "helvetica" , sans-serif;">Create a team within the school focused on the impact of the emerging trend</span></li>
<li><span style="font-family: "arial" , "helvetica" , sans-serif;">Network with others to share best practices</span></li>
<li><span style="font-family: "arial" , "helvetica" , sans-serif;">Take risks in prototyping and iterating practices to accept emerging trend</span></li>
<li><span style="font-family: "arial" , "helvetica" , sans-serif;">Push trend-aligned policy (Daggett, B., 2014)</span></li>
</ul>
<div>
<span style="font-family: Arial, Helvetica, sans-serif;">Our staff are committed to being future focused and that through the implementation of Tinker Time activities they are beginning to realise that we are meeting the requirements of the new Digital Technologies component of the Technology curriculum. As a school we still need to create a rubric of competencies that each Tinker Time kit addresses. Staff professional development also needs to occur, as while staff are giving the students the opportunity to participate in the STEM activities, they have not made the correlation between the activities and aspects of the technology curriculum. As a staff in term 3, we are working towards completing the Mindlab Digital Passport professional learning and several staff are working towards the Google for Education, Level 1, Google Educator Certificate. As a leader I have promoted staff to personally upskill in these areas and by the end of the 2018 academic year, 8 staff members will have upskilled with the Post Graduate Certificate in Applied Practice (Digital & Collaborative Learning).</span></div>
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Word Count: 760 words</div>
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<div style="text-align: justify;">
<span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="background-color: white;"><b>References:</b></span></span></div>
<div style="text-align: justify;">
<span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="background-color: white;">Core Education, (2018). <i>Ten Trends Document</i>. Retrieved from </span><span style="color: #333333; font-family: "arial" , "tahoma" , "helvetica" , "freesans" , sans-serif;"><span style="font-size: 13px;"><a href="https://core-ed.org/assets/Uploads/Ten-Trends-14May2018.pdf" target="_blank">https://core-ed.org/assets/Uploads/Ten-Trends-14May2018.pdf </a></span></span></span></div>
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<div style="text-align: justify;">
<span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="background-color: white;">Daggett, B. (2014). Addressing Current and Future Challenges in Education. Retrieved from </span><a href="http://www.leadered.com/pdf/2014MSC_AddressingCurrentandFutureChallenges.pdf" style="background-color: white; box-sizing: border-box; line-height: inherit;" target="_blank">http://www.leadered.com/pdf/2014 MSC_AddressingCurrentandFutureChallenges.pdf</a></span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="background-color: white;">New Media Consortium. (2017, August 29). NMC and CoSN Release the Horizon Report: 2017 K-12 Edition [Video]. Retrieved from </span><a href="https://www.youtube.com/watch?v=m-rPhEltg9o" style="background-color: white; box-sizing: border-box; line-height: inherit;" target="_blank">Youtube</a></span></div>
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Ms Driverhttp://www.blogger.com/profile/07117330226148531358noreply@blogger.com0tag:blogger.com,1999:blog-6971909877000833712.post-85736532144845532842018-06-16T11:14:00.002+12:002018-06-16T11:14:36.671+12:00TML Wk 29: Professional Online Social Networks<div style="text-align: justify;">
My post this week relates to Professional Online Social Networks. In response to this I will be reflecting on my own experiences as an early adopter of social media and the opportunities this has created for me professionally. I will discuss this considering Jay and Johnson's (2002) reflective model to unpack it. This takes the form of a three step reflection process that is descriptive, comparative and critical.</div>
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<br /></div>
<div style="text-align: justify;">
<b>Descriptive</b></div>
<div style="text-align: justify;">
I consider myself to be a connected educator and early adopter of social media for professional use. I have documented this journey, as evidenced in several blog posts and in particular this early one from 2009 on <a href="http://digitallearningnz.blogspot.com/2009/01/top-3-tips-for-getting-connected-in-web.html" target="_blank">my top 3 tips for getting connected online</a>. In this post I suggest using "new" web 2.0 tools such as opening an RSS reader account, using social book marking (Delicious) and starting connections using Twitter! I also refer to my developing Professional Learning Network (a PLN) which back then was a very new term and predominately spread throughout New Zealand. Now, some 10 years later, my PLN is global and these digital connections I can call upon because of the on-going nurturing of interactions via social media, making the vast physical distance of global connection virtual and compact in the palm of your hand (on your device).</div>
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<b>Comparative</b></div>
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My experiences parallel the video produced from Office of Ed Tech (2013), shared for our week 29 course work which discusses how being connected is one of the number one tools for being a 21st Century Educator, the isolation of the classroom (or school environment) is no more through the magnification of the transformative power of professional learning via technology (social media). At the time of writing this post their was limited responses in our cohort survey tool to compare. What I can say from my own observation of being connected over the last decade is that the use of Facebook for professional social networking has increased with the use of "groups" and of interest over this time the development of #hashtags and frequency of #twitterchats to share professional knowledge.</div>
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<div style="text-align: justify;">
<b>Critical</b></div>
<div style="text-align: justify;">
As an advocate for using professional online social networks, I reflect back on this <a href="http://digitallearningnz.blogspot.com/2013/07/ignition-restarting-journey.html" target="_blank">2013 Ignite presentation</a> that I shared in which I spoke about being connected, disconnected and reconnected. </div>
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<iframe allowfullscreen="" frameborder="0" height="480" mozallowfullscreen="" src="https://player.vimeo.com/video/69428288" webkitallowfullscreen="" width="640"></iframe>
</div>
<div style="text-align: justify;">
<a href="https://vimeo.com/69428288">Ignite Talk | Justine Driver</a> from <a href="https://vimeo.com/user6917419">Emerging Leaders</a> on <a href="https://vimeo.com/">Vimeo</a>.</div>
<div style="text-align: justify;">
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It takes a lot to nurture your online social media profile and connections. The rewards of doing so open a world of professional growth that I would have never had opened if it weren't for social media/technology. I would recommend that anyone wanting to start being a more connected educator to follow the simple "Follow 5, Find 5, Take 5" method suggested by Whitaker et al., (2015) as a way nurturing a PLN. As an employer, being a connected educator is an important factor in considering whether a candidate is suitable and I do review the online presence of applicants. One of the key points of difference I have in my tool belt when going for leadership roles (I believe) is that my employer knows that it isn't just my skills, and knowledge that they are employing, but that of my wider collective and connective PLN too, which I can access readily! </div>
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<div style="text-align: justify;">
<br /></div>
<div style="text-align: justify;">
<b>Opportunities afforded to be by being connected (& associated blog links/video):</b></div>
<br />
<ul>
<li style="text-align: justify;"><a href="http://digitallearningnz.blogspot.com/2013/09/inspiring-future-leaders-reflection-on.html" target="_blank">Presenting at the National Aspiring Principals Conference 2013 as alumni</a></li>
<li style="text-align: justify;"><a href="http://digitallearningnz.blogspot.com/2014/03/reflections-from-festival-of-education.html" target="_blank">Presenting for TeachMeetNZ at the Festival of Education 2014</a></li>
<li style="text-align: justify;"><a href="http://digitallearningnz.blogspot.com/2014/10/google-mission-control-gtasyd14.html" target="_blank">Attending the Google Innovator Academy 2014 (becoming a Google Certified Innovator and Educator)</a></li>
<li style="text-align: justify;">Being on the leadership team for GEGNZ (Google Educator Group NZ)</li>
<li style="text-align: justify;"><a href="http://digitallearningnz.blogspot.com/2015/10/twitterdinner15.html" target="_blank">Organising the 2015 Twitter Dinner in Auckland</a></li>
<li style="text-align: justify;"><a href="http://digitallearningnz.blogspot.com/2016/01/are-you-connected-leader.html" target="_blank">2015 Presenter for the Connected Learning Advisory session "Are you a connected leader?"</a></li>
<li style="text-align: justify;">#SparkshopAKL 2016 & 2017</li>
<li style="text-align: justify;">Being invited to be a coach at the 2017 Google Innovator Academy in Sydney</li>
<li style="text-align: justify;">Being invited to attend the GEG Asia Pacific leaders forum in Singapore for Google for Edu.</li>
<li style="text-align: justify;">Being a mentor for Google Innovators from the Colorado 16 cohort & Sydney 17 cohort</li>
</ul>
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<b>Word count: </b>649<br />
<b><br /></b>
<b>References</b><br />
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Emerging Leaders, (2013) Ignite Talk by J. Driver. [video file]. Retrieved from <a href="https://vimeo.com/69428288">https://vimeo.com/69428288</a><br />
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Driver, J (n.d). Blog posts retrieved from <a href="http://digitallearningnz.blogspot.com/">http://digitallearningnz.blogspot.com/</a><br />
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Jay, J.K. and Johnson, K.L. (2002). Capturing complexity: a typology of reflective practice for teacher education. Teaching and Teacher Education, 18, 73-85.<br />
<a href="https://www.youtube.com/channel/UC3N_1qJJKfUQu8GzW5Lrh2g">Office of Ed Tech</a>. (2013, Sep 18). Connected Educators. [video file]. Retrieved from <a href="https://www.youtube.com/watch?t=216&v=K4Vd4JP_DB8">https://www.youtube.com/watch?t=216&v=K4Vd4JP_DB8</a><br />
Whitaker, T., Zoul, J., & Casas, J. (2015). What connected educators do differently. New York, NY: Routledge.</div>
Ms Driverhttp://www.blogger.com/profile/07117330226148531358noreply@blogger.com1tag:blogger.com,1999:blog-6971909877000833712.post-18464535460929692502018-06-13T22:30:00.001+12:002018-06-13T22:52:13.422+12:00TML Wk 28: Influence of Law and Ethics in PracticeMy post this week relates to the Influence of Law and Ethics in Practice. In response to this I will be reflecting on a previous experience with a Provisionally Certified Teacher (PCT) breaching our school privacy guidelines. I will discuss this considering what happened using Rolfe’s (2001) reflective model to unpack it. This takes the form of three simple questions, “what”, “so what” and “now what”.<br />
<div>
<br />
<div>
<b>What?</b></div>
<div>
At our school all students in Year 3-6 have their own school Google Suite for Education account. The PCT of a Year 3 class was teaching them to use their account and had on display each child's class login and password. A parent brought to my attention that her daughter's work had been tampered with as a result of the passwords being on display (another child had signed into the student's account and ruined their work because of the passwords being insecure due to teacher error). </div>
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<b><br /></b></div>
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<b>So What?</b></div>
<div>
It is important that our staff uphold and model best practise with using digital technology and being a digital citizen. A privacy guideline from our policy states "We have reasonable safeguards in place to protect personal information from loss, unauthorised access, use, or disclosure. These safeguards include the use of individual logins for computers" (2018). In this case, the young PCT had breached privacy by displaying the logins and passwords for all students in her class, causing a student to take advantage and destroy another child's work (digitally). This made tracing the offender very difficult, as the document didn't have shared authorship; the offender used the child's login/password. As a school leader I was able to use the history feature of the G. Suite to print evidence and timestamps of when specific changes had been made to the student's document and provide this as evidence for the parent. </div>
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<b>Now What?</b></div>
<div>
The dilemma for myself and the PCT was how to do to use this as a learning opportunity for these young learners regarding sharing passwords, appease the parent that action had been taken, and support the PCT on how best to manage digital technologies in class with her learners. On reflection it would have been useful to have been able to use Ehrich et al. (2011) “model of ethical decision-making” as it would have not only given ourselves some clear directions but also may have been useful to show the parent how I thoroughly considered all aspects of the breach (the seriousness of the issue) and dealt accordingly. The strength of using a model like Ehrich et al. (2011) is the way in which it breaks down each of the components of the incident. Whether these are around legal issues, professional ethics or areas of public interest and relates these to the implications for us as individuals, organisations and communities. In this case, I went into the classroom and took several lessons for the PCT/students around digital citizenship and strong passwords. This satisfied the parent, the learners understood the seriousness of the issue and learnt how to protect their password, the PCT felt supported and as a leader I felt satisfied the dilemma had been resolved for all involved. I had acted with professionalism and integrity upholding our school Code of Conduct (2016) when interacting with the student/s, parent, and staff member with this dilemma.</div>
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<img alt="Image result for Ethical Decision-Making Model Ehrich" height="323" src="https://lh5.googleusercontent.com/2xqICjQ2-dAd0RA7aQ2f-7deFVJ0Efg_6N7rN88RhjaKh_4vnjsaBxlI_eNGbEw1Pzq9Ml4mfsf4LbKBuHoSb971x0nJCGrpKk8COvrQKcyTugdX4x_18Bzmd4ZpfzU4AE-n8rpi" width="640" /><br />
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<i>Word count: 541 </i><br />
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<b>References</b><br />
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Ehrich, L. C. , Kimber M., Millwater, J. & Cranston, N. (2011). Ethical dilemmas: a model to understand teacher practice, Teachers and Teaching: theory and practice, 17:2, 173-185, DOI: 10.1080/13540602.2011.539794</div>
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Rolfe, G., Freshwater, D., Jasper, M. (2001) Critical reflection in nursing and the helping professions: a user’s guide. Basingstoke: Palgrave Macmillan.<br />
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<div>
<div>
Sunnyhills School Board of Trustees, (2018). <i>Privacy Guidelines</i>. School Docs retrieved from http://sunnyhills.schooldocs.co.nz/index.htm?toc.htm?18805.htm </div>
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<div>
Sunnyhills School Board of Trustees, (2016). <i>Code of Conduct</i>. Internal School Document.</div>
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Ms Driverhttp://www.blogger.com/profile/07117330226148531358noreply@blogger.com8tag:blogger.com,1999:blog-6971909877000833712.post-67373503635698182772018-04-14T13:43:00.001+12:002018-04-14T13:54:20.554+12:00TML Wk 19: Communities of Practice<div style="text-align: justify;">
<span style="font-family: "arial" , "helvetica" , sans-serif;"><b>Descriptive:</b></span></div>
<div style="text-align: justify;">
<span style="font-family: "arial" , "helvetica" , sans-serif;">Wenger (2000) states a community of practice can be defined as "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". These communities have three characteristics, domain, community, and practice. I am part of several CoPs and for this reflection I will contextualise my participation and leadership within our school senior leadership team and consider the following 2 inquiry areas from our MIndlab study to date:</span></div>
<ol>
<li style="text-align: justify;"><span style="font-family: "arial" , "helvetica" , sans-serif;">Digital: Maker Movement + computational thinking (Tinker Time)</span></li>
<li style="text-align: justify;"><span style="font-family: "arial" , "helvetica" , sans-serif;">Leadership: Teacher inquiry into student learning</span></li>
</ol>
<div style="text-align: justify;">
<span style="font-family: "arial" , "helvetica" , sans-serif;">The senior leadership team as a CoP consists of 4 senior leaders and 6 team leaders. The team leaders are responsible for ensuring that Tinker Time (our school's take on the Maker Movement inclusive of computation thinking) takes place within their teams. The team leaders also are responsible with the facilitation of weekly collaborative inquiry meetings within their respective teams to reflect, plan and adapt their weekly teaching in order to have a positive impact on student outcomes. </span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">My involvement as the principal and lead learner/change maker is to create systems and structures to ensure that these 2 initiatives are happening and empower the team leaders (and senior leaders) to monitor the implementation of these initiatives.</span></div>
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<div style="text-align: justify;">
<span style="font-family: "arial" , "helvetica" , sans-serif;"><b>Comparative:</b></span></div>
<div style="text-align: left;">
<ol>
<li><span style="font-family: "arial" , "helvetica" , sans-serif;"><b>Tinker Time: </b>The video below was made this week by visiting educator Michael Davidson of MakerEdNZ. At our school we have integrated Tinker Time as our take on Maker Space and incorporation of computational thinking. Many schools have visited to see how we have invested in technologies and have our Tinker Kits rotated through the classes. </span></li>
<li><span style="font-family: "arial" , "helvetica" , sans-serif;"><b>Collaborative Inquiry: </b>Teaching as Inquiry has been modified at our school over the last 3 years. We have implemented a spiral of inquiry approach in the past that was individual, however last year moved to a more collaborative approach where staff worked in teams (rather than individually). Staff were able to then start reflecting and supporting each other with changes to their practice. When responsibility is shared, substantive decision making occurs and interdependent relationships are fostered for collaboration (ITL research, 2012).</span></li>
</ol>
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<div style="text-align: justify;">
<iframe allow="autoplay; encrypted-media" allowfullscreen="" frameborder="0" height="315" src="https://www.youtube.com/embed/Z2l3TnzR38g?rel=0" width="560"></iframe>
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><b>Critical Reflection:</b></span></div>
<div style="text-align: justify;">
<span style="font-family: "arial" , "helvetica" , sans-serif;">After discussions with my CoP (senior leadership team) and also informal discussions with my CoP (Mindlab crew) I can reflect: </span></div>
<div style="text-align: justify;">
</div>
<ol>
<li><span style="font-family: "arial" , "helvetica" , sans-serif;"><b>Tinker Time: </b>Currently staff go through the process of letting the students participate in Tinker Time, however there isn't a deep investment from staff with the importance of how this links to the digital technologies curriculum. There is also a disconnect between the WHY we are implementing Tinker Time with how student interactions with this type of technologies contributes to promoting our future orientated outlook at our school. I would like to investigate the views of staff into the barriers for them with implementation.</span></li>
<li><span style="font-family: "arial" , "helvetica" , sans-serif;"><b>Collaborative Inquiry:</b> Based on feedback from last year's teaching as inquiry/collaborative inquiry where teams once a term investigated student outcomes and possible ideas for changes in their practice and reflection, a new system has been created to enable weekly critical reflection of teacher practice and the impact that this has on learner outcomes. I would like to investigate how to support and develop team leaders facilitation and coaching skills to really ask the hard questions of their team members to reflect on whether their adaptations are having an impact.</span></li>
</ol>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Word count: 546</span></div>
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<div style="text-align: justify;">
<b style="font-family: arial, helvetica, sans-serif;">References:</b></div>
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<div style="text-align: left;">
<span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="background-color: white;"><span style="font-size: 16px;">ITL Research. (2012). 21CLD Learning Activity Rubrics. Retrieved from https://education.microsoft.com/GetTrained/ITL-Research</span></span></span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="background-color: white;">Jay, J.K. and Johnson, K.L. (2002). Capturing complexity: a typology of reflective practice for teacher education. Teaching and Teacher Education, 18, 73-85.</span></span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="background-color: white;">Ministry of Education (2017). Digital Technologies Hangarau Matihiko. Crown, Wellington. Retrieved from <a href="https://education.govt.nz/assets/Documents/Ministry/consultations/DT-consultation/DTCP1701-Digital-Technologies-Hangarau-Matihiko-ENG.pdf">https://education.govt.nz/assets/Documents/Ministry/consultations/DT-consultation/DTCP1701-Digital-Technologies-Hangarau-Matihiko-ENG.pdf</a></span></span></div>
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<span style="background-color: white;"><span style="font-family: "arial" , "helvetica" , sans-serif;">Wegner,E.(2000). Communities of practice and social learning systems. Organization,7 (2),225-246 </span></span></div>
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Ms Driverhttp://www.blogger.com/profile/07117330226148531358noreply@blogger.com3tag:blogger.com,1999:blog-6971909877000833712.post-8903285658835502402018-04-12T17:38:00.002+12:002018-04-12T17:39:07.309+12:00TML Week 18: Future-Orientated Learning & Teaching<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><img height="361" src="https://lh5.googleusercontent.com/P7RbGzN2RBBm_TVL-SmocWHxnKPKXjFcXet6FiBAKGyc6TOA_jZmAQpqyBdICS8AtloTaWeLSKkUJy9coUKC6Ru53t7969oAkPdEE6uSZvboICLHqap6CYcjUHlAjXPkjLnbXzCC" style="border: none; margin-left: auto; margin-right: auto; transform: rotate(0rad);" width="602" /></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="font-family: "arial" , "helvetica" , sans-serif;">Figure 1: Gibbs' reflective cycle</span></td></tr>
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><u>Step 1: Description - What happened?</u></span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;">As a connected educator/leader who has a future-focused disposition and considering myself as a change maker already, I am interested now in reflecting on theme 3: A curriculum that uses knowledge to develop learning capacity. I am interested in our current pursuit for developing a new teaching model at our school focused on a visual metaphor of GEMS (Growth, Empathy, Mana and Self-belief). This change is a current process that we are in the midst of implementing.</span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><u>Step 2: Feelings - What were you thinking and feeling?</u></span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;">Myself and the senior leaders believe our GEMS acronym will provide continuity for our staff, learners and community to understand what teaching and learning at our school is about. We can relate the GEMS to aspects of the New Zealand Curriculum (2007) key competencies, and have adopted the GEMS into our behaviour management plan, learning inquiry model, staff performance management and values.</span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><u>Step 3: Evaluation - What was good and bad about the experience?</u></span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;">We are currently energised by the GEMS and adapting these to many aspects of our school context. We are finding that having a strong focus is giving us opportunity to bounce creative ideas off each other and relate the GEMS to different cycles. For example, in our performance management we talk about <b>G</b>rowing <b>E</b>veryone, <b>M</b>aximising <b>S</b>uccess. In our learning model we talk about <b>G</b>et thinking, <b>E</b>xploring, <b>M</b>aking meaning and connections, <b>S</b>haring & shining. The changes at present have not been shared out with the learners or community (this will be the next phase after consultation, co-construction and iteration with the teaching staff). </span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><u>Step 4: Analysis - What sense can you make of the situation?</u></span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;">There is a sense of synergy across the leadership team and this is beginning to extend to the wider staff as we share our initial concepts and see feedback on the development of each metaphor within contexts. The staff initially have indicated in favour of this strong metaphor/acronym and in relation to GEMS as a learning model for inquiry (described above) this moves us closer to knowledge not being taught in separated learning areas and equipping our learners to do things <i>with</i> knowledge and within context in order to develop learning capabilities (Bolstad et.al. 2012). We believe our GEMS will help support and develop learning capabilities.</span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><u>Step 5: Conclusion - What else could you have done? & </u></span><u style="font-family: arial, helvetica, sans-serif;">Step 6: Action Plan - If it arose again what would you do?</u><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;">We are within the process of implementing this change, so at present we are too close to have perspective of whether we would do this differently. What I have learnt with our change process is that we seek and consult with our staff to gain feedback to adapt and be agile. We trial ideas, reflect and iterate.</span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Word count: 535</span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><b>References:</b></span></span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="background-color: white; font-size: 14px;">Bolstad, R., Gilbert, J., McDowall, S., Bull, A., Boyd, S., & Hipkins, R. (2012).</span><em style="background-color: white; font-size: 14px;"> Supporting future-oriented learning and teaching — a New Zealand perspective</em><span style="background-color: white; font-size: 14px;">. Report prepared for the Ministry of Education </span></span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="background-color: white; font-size: 14px;"><span id="docs-internal-guid-f187e647-b31e-06a0-3a56-e8682bac70b4"><span style="background-color: transparent; font-family: "arial"; font-size: 11pt; vertical-align: baseline; white-space: pre-wrap;">Finlay, L. (2009). Reflecting on reflective practice. PBPL. Retrieved from </span><a href="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" style="text-decoration-line: none;"><span style="background-color: transparent; color: #1155cc; font-family: "arial"; font-size: 11pt; vertical-align: baseline; white-space: pre-wrap;">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</span></a></span></span></span>Ms Driverhttp://www.blogger.com/profile/07117330226148531358noreply@blogger.com2tag:blogger.com,1999:blog-6971909877000833712.post-82330649585573866832018-03-31T15:08:00.000+13:002018-03-31T18:07:18.606+13:00TML Week 17: Reflective Practice<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt; text-align: justify;">
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<span style="font-family: "arial";"><span style="font-size: 11pt; white-space: pre-wrap;">Reflective practice is one of those terms that is touted as current best practice for being responsive to the needs of our learners and dare I add in my leadership role, responsive to our staff and community needs. It has become an integral part of the cycle of teaching as inquiry for effective pedagogy, a </span><span style="font-size: 14.6667px; white-space: pre-wrap;">practice</span><span style="font-size: 11pt; white-space: pre-wrap;"> that is now widespread as a means for educational improvement and improved teacher quality. However after reading through the article by Finlay (2008), I would postulate that it is not done with the depth of understanding to truly be reflective. The important element of critical analysis required for reflection-on-action as Schön (1983, cited in Finlay, 2008) describes as ‘after-the-event-thinking’ is often missing. In this post, I attempt to use a three step model by Jay and Johnson (2002) to critically reflect on my own reflective practice. </span></span></div>
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<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre;"><img height="209" src="https://lh6.googleusercontent.com/xzaFBl-URc7EBMPd_WLTBX0Io8Rl0g7pSb7GyvXdfOu4FHucxCo9tmT0PrvuujyFc_jPX0DtnIdKYCcJpVfey2WorKtN_6nrecYv0AI8F4UwedfJMsWWTWh690zxGyeflp-PQbsJ" style="border: none; transform: rotate(0rad);" width="602" /></span></div>
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<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre;">Stage 1: Descriptive</span></div>
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<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">In my own practice, as an educational leader, I do not believe I reflect to the best of my ability, despite good intentions. In a time poor environment where I am driven to juggle many tasks and manage events on a situational basis, I feel I need to be more selective and spend time to reflect and draw clarity to the events around me for future learning and leadership. I am often caught up with situations that arise unscheduled, where I have to be agile and this requires me to take a reflection-in-action (thinking while doing) approach. I often find that I then personally reflect on my own after a situation or event on my actions, my feelings and what I would do differently in the future based on my own gut feeling and hindsight. </span></div>
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<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Stage 2: Comparative</span></div>
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<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">When given the opportunity to meet with a colleague, my leadership team, or in a professional learning group, I have the time to digest an event and reflect more deeply on my actions, the situation and contemplate how to adapt if this event or similar was to occur again. When reflecting with others, if this is verbal or completing a PMI chart of an event, I am drawn to the many perspectives that I would not have had while in an isolated internal thought structure. This interaction allows me to consider multiple perspectives, feelings and therefore new information for me to add to my personal professional knowledge and mental model. I also find when I reflect with my professional learning group, we are often reflecting against our own practice and a current topical reading. For example, currently my professional learning group is reading Dylan Wiliam (2016), Leadership for teacher learning. I find relating relevant readings when reflecting on a situation or event can be helpful to uncover what the wider educational community have found through research. However, I must include in this part of the reflective process that through being a connected educator and leader, I will often seek perspectives from social media. I tend to post on a closed Facebook group for New Zealand Principals, or on Twitter to seek advice. </span></div>
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<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Stage 3: Critical reflection</span></div>
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<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">After connecting with others through online forums or in person (partner, team or group), and considering relevant readings (or research) I find I am able to draw conclusions and considerations to add to my personal professional knowledge. Through these connections I know that when confronted with a new situation or event, I am often more poised to respond in-the-moment (reflection-in-action) by appropriately drawing on hindsight of previous experience, collective wisdom gained through discussion and readings, and ready to seek further feedback from my colleagues.</span></div>
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<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 11pt; font-style: normal; font-variant: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><b>References</b></span></div>
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<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Finlay, L. (2008). Reflecting on reflective practice. Practice-based Professional Learning Centre, Open University. Retrieved from </span><a href="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" style="text-decoration: none;"><span style="background-color: transparent; color: #1155cc; font-family: "arial"; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">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</span></a></div>
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<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Jay, J.K. and Johnson, K.L. (2002). Capturing complexity: a typology of reflective practice for teacher education. Teaching and Teacher Education, 18, 73-85.</span></div>
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<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Schön, D.A. (1983). The reflective practitioner. New York: Basic Books</span></div>
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Ms Driverhttp://www.blogger.com/profile/07117330226148531358noreply@blogger.com2tag:blogger.com,1999:blog-6971909877000833712.post-85729811918765504682016-02-28T17:02:00.002+13:002016-02-28T17:07:00.753+13:00#Educamprotovegas<div class="separator" style="clear: both; text-align: center;">
<a href="https://3.bp.blogspot.com/-GT_1c95pw2I/VtJxG8wjzeI/AAAAAAAAMoY/ubnp3jUSGn4/s1600/rotovegas.png" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="200" src="https://3.bp.blogspot.com/-GT_1c95pw2I/VtJxG8wjzeI/AAAAAAAAMoY/ubnp3jUSGn4/s200/rotovegas.png" width="200" /></a></div>
On Saturday 27th February at the crack of dawn I picked up <a class="g-profile" href="https://plus.google.com/110708798462833065439" target="_blank">+Fiona Grant</a> and <a class="g-profile" href="https://plus.google.com/100210770648689069045" target="_blank">+Karen Ferguson</a> to head south for a day of learning and connecting at #educamprotovegas held at Rotorua Girls High School. We made it with time to spare and it was a great opportunity to see some of my awesome PLN face to face and meet new educators that I can now call upon. The day started with a really informative smackdown - where participants had only 2 minutes maximum to share an idea, app or educational gem.<br />
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<iframe allowfullscreen="true" frameborder="0" height="350" mozallowfullscreen="true" src="https://docs.google.com/presentation/d/1Kc3rP-VK7iQaXysHkOjk8GN9T226Ufg1N9oRh0lGZUM/embed?start=false&loop=false&delayms=3000" webkitallowfullscreen="true" width="550"></iframe><br />
I shared in the smackdown about the <a class="g-profile" href="https://plus.google.com/106576186906231949202" target="_blank">+GEG NZ</a> learning community and our upcoming GEGNZ Studygroups that will help educators in NZ attain level 1 in the new Google for Education certifications.<br />
After the smackdown and lunch break we then had the opportunity to select two breakout sessions - I listened to <a class="g-profile" href="https://plus.google.com/110942576183419298988" target="_blank">+Steve Katene</a> share the learning journey of <a href="http://www.richmondnapier.school.nz/Site/Home.ashx" target="_blank">Richmond School</a> in Napier where he is DP for his learners and coaches (teachers) which was really inspiring! This guy has great energy and I'd love to take a visit to his school to see it in action. I'm looking forward to revisiting his slide deck.<br />
I was super pleased to meet my old student teacher and colleague <a class="g-profile" href="https://plus.google.com/100033229870524335041" target="_blank">+Robyn Keightley</a> for her first Educamp. She travelled over from Tauranga and ended up sharing twice in the smackdown and then led a breakout session on the 1:1 ipad journey her school had made.<br />
Thanks to <a class="g-profile" href="https://plus.google.com/116307273933167023636" target="_blank">+Annemarie Hyde</a> and <a class="g-profile" href="https://plus.google.com/111615933796664146347" target="_blank">+Marnel van der Spuy</a> for being great hosts and organising this event! It was well worth the 450km round trip!<br />
Here are the tweets from the session:<br />
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<div class="storify">
<iframe allowtransparency="true" frameborder="no" height="350" src="//storify.com/1MvdS/educamprotorua-27-feb-2016/embed?header=false&border=false&template=slideshow" width="100%"></iframe><script src="//storify.com/1MvdS/educamprotorua-27-feb-2016.js?header=false&border=false&template=slideshow"></script><noscript>[<a href="//storify.com/1MvdS/educamprotorua-27-feb-2016" target="_blank">View the story "Educamp Rotorua (27 Feb 2016)" on Storify</a>]</noscript></div>
Ms Driverhttp://www.blogger.com/profile/07117330226148531358noreply@blogger.com1tag:blogger.com,1999:blog-6971909877000833712.post-44591893820729430222016-01-15T09:11:00.001+13:002016-01-15T09:13:14.664+13:00Are you a Connected Leader?<div class="separator" style="clear: both; text-align: center;">
<a href="http://2.bp.blogspot.com/-jcmfbYF8F38/Vi9MW_Q4ZGI/AAAAAAAAKog/LADCYBVThlg/s1600/Screenshot%2B2015-10-27%2Bat%2B11.02.33%2BPM.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="198" src="http://2.bp.blogspot.com/-jcmfbYF8F38/Vi9MW_Q4ZGI/AAAAAAAAKog/LADCYBVThlg/s400/Screenshot%2B2015-10-27%2Bat%2B11.02.33%2BPM.png" width="400" /></a></div>
<span style="background-color: white; font-family: arial, sans-serif; font-size: 12.8px;">The Connected Learning Advisory (CLA) runs</span><span style="background-color: white; font-family: arial, sans-serif; font-size: 12.8px;"> </span><span style="background-color: white; font-family: arial, sans-serif; font-size: 12.8px;">webinars each month, and I </span><span style="background-color: white; font-family: arial, sans-serif; font-size: 12.8px;">was asked to be part of a Webinar on and for "Connected Leaders" on the 21 October. </span><span style="background-color: white; font-family: arial, sans-serif; font-size: 12.8px;"> The aim of the CLA is to </span><span style="background-color: white; font-family: Arial; font-size: 12.8px; line-height: 1.38; vertical-align: baseline; white-space: pre-wrap;">provide interactive opportunities for sharing practice, discussion of key ideas and connection to experts and other educators. </span><br />
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<span style="background-color: white; font-family: Arial; font-size: 12.8px; line-height: 1.38; vertical-align: baseline; white-space: pre-wrap;">What a great opportunity I thought to give back to the education sector and contribute some gems on helping the sector connect. The other connected leaders were </span><span style="font-family: Arial; font-size: 12.8px; line-height: 15.6px; white-space: pre-wrap;">Marnel van der Spuy, Stephen Lethbridge, Rachel Boyd and Annemarie Hyde and together we answered the following:</span><br />
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<li dir="ltr" style="color: black; font-family: Arial; list-style-type: disc; margin-left: 15px; vertical-align: baseline;"><div dir="ltr" style="line-height: 1.2; margin-bottom: 0pt; margin-top: 0pt;">
<span style="vertical-align: baseline; white-space: pre-wrap;">What does a “connected leader” look like ?</span></div>
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<li dir="ltr" style="color: black; font-family: Arial; list-style-type: disc; margin-left: 15px; vertical-align: baseline;"><div dir="ltr" style="line-height: 1.2; margin-bottom: 0pt; margin-top: 0pt;">
<span style="color: #333333; vertical-align: baseline; white-space: pre-wrap;">In your role as a connected leader, what do you do to support/model/advocate/<wbr></wbr>facilitate e-learning ?</span></div>
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<li dir="ltr" style="color: #333333; font-family: Arial; list-style-type: disc; margin-left: 15px; vertical-align: baseline;"><span style="vertical-align: baseline; white-space: pre-wrap;">What attributes do you think you need most, to make this role successful?</span></li>
<li dir="ltr" style="color: #333333; font-family: Arial; list-style-type: disc; margin-left: 15px; vertical-align: baseline;"><span style="vertical-align: baseline; white-space: pre-wrap;"><span style="color: black; line-height: 15.6px;">How would you encourage a reluctant teacher/ leader to get connected?</span></span></li>
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<span style="font-family: Arial;"><span style="font-size: 12.8px; line-height: 15.6px; white-space: pre-wrap;">Here is the link to the streaming video: <a href="https://coreedu.adobeconnect.com/p1oarmgeqsp/?launcher=false&fcsContent=true&pbMode=normal">https://coreedu.adobeconnect.com/p1oarmgeqsp/?launcher=false&fcsContent=true&pbMode=normal</a></span></span></div>
<br />Ms Driverhttp://www.blogger.com/profile/07117330226148531358noreply@blogger.com1tag:blogger.com,1999:blog-6971909877000833712.post-38326989804432815632015-10-18T17:45:00.000+13:002015-10-18T17:45:08.405+13:00#EdBlogNZ Challenge Week 2<b>#NotAtULearn15 - Get thinking Deeper!</b><br />
So this week's challenge I've decided to do a bit of a combo and while I've done a few posts already on events that I've participated in during #ULearn15, for the majority of the week I've not been at ULearn15! On the Friday morning there was a panel discussion that was streamed live facilitated by <a class="g-profile" href="https://plus.google.com/102228620028060119618" target="_blank">+Derek Wenmoth</a> that I watched firstly on my phone then Chromecast to our 50" TV in the comfort of my lounge! I love how Pam Hook challenged the status quo and didn't necessarily go along with the "group-think". I'll add more detail of my points of highlight (when I find the notes I hand wrote at the time of watching)... watch this space<br />
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<iframe allowfullscreen="" frameborder="0" height="320" src="https://www.youtube.com/embed/J62UFZthxis" width="530"></iframe><br />
Here is the Twitter feed from the discussion that I kept an eye on while watching the video:<br />
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<div class="storify">
<iframe allowtransparency="true" frameborder="no" height="750" src="//storify.com/digitallearnin/ulearn15-panel-discussion/embed?header=false&template=slideshow" width="100%"></iframe><script src="//storify.com/digitallearnin/ulearn15-panel-discussion.js?header=false&template=slideshow"></script><noscript>[<a href="//storify.com/digitallearnin/ulearn15-panel-discussion" target="_blank">View the story "#ULearn15 Panel Discussion" on Storify</a>]</noscript></div>
Ms Driverhttp://www.blogger.com/profile/07117330226148531358noreply@blogger.com0tag:blogger.com,1999:blog-6971909877000833712.post-38501227740843894602015-10-10T19:53:00.001+13:002015-10-10T19:59:19.447+13:00GEG_NZ at #ULearn15I became part of the Google Educator Group New Zealand (GEG_NZ) community on Google Plus right from it's inception in July of 2014, this year I was asked to join the leadership team, helping to organise events. I jumped at the opportunity to Learn.Share.Inspire.Empower myself and other educators associated with this community.<br />
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Our session at ULearn was co-led with <a class="g-profile" href="https://plus.google.com/110708798462833065439" target="_blank">+Fiona Grant</a>, myself with <a class="g-profile" href="https://plus.google.com/102702149140720734456" target="_blank">+Rob Clarke</a> joining us virtually through Google Hangout. It was also great to have an international contingency in the room with <a class="g-profile" href="https://plus.google.com/114912187984981200567" target="_blank">+Kimberley Hall</a> and <a class="g-profile" href="https://plus.google.com/104113609296713658107" target="_blank">+Jim Sill</a>. Fiona and I ran a tag team through the face to face presentation with Rob contributing through the session. It's fantastic to be such of a supportive group of GEG leaders and community. I learn so much each time we meet and connect, along with the contributions made to the <a href="https://plus.google.com/communities/107125261684184123547" target="_blank">G+ community for GEG_NZ.</a> <br />
Here is our slide deck from the session:<br />
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<iframe allowfullscreen="true" frameborder="0" height="350" mozallowfullscreen="true" src="https://docs.google.com/presentation/d/1P9SZZJZjcAnvYQrUwH809IPoXILIfbkFuHkBLiZc5UE/embed?start=false&loop=false&delayms=10000" webkitallowfullscreen="true" width="530"></iframe>
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Here's some tweets from the session:</div>
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<iframe allowtransparency="true" frameborder="no" height="750" src="//storify.com/digitallearnin/geg-nz-at-ulearn15/embed?header=false&template=slideshow" width="100%"></iframe><script src="//storify.com/digitallearnin/geg-nz-at-ulearn15.js?header=false&template=slideshow"></script><noscript>[<a href="//storify.com/digitallearnin/geg-nz-at-ulearn15" target="_blank">View the story "GEG_NZ at #ULearn15" on Storify</a>]</noscript></div>
Ms Driverhttp://www.blogger.com/profile/07117330226148531358noreply@blogger.com1tag:blogger.com,1999:blog-6971909877000833712.post-18735769884319399972015-10-10T19:13:00.000+13:002015-10-10T20:29:37.933+13:00#Twitterdinner15<div class="separator" style="clear: both; text-align: center;">
<a href="http://1.bp.blogspot.com/-Sp8gixx6eUA/Vhi-PuSz3zI/AAAAAAAAKf4/t41JgfjD_po/s1600/Screenshot%2B2015-09-28%2Bat%2B11.25.06%2BAM.png" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="192" src="http://1.bp.blogspot.com/-Sp8gixx6eUA/Vhi-PuSz3zI/AAAAAAAAKf4/t41JgfjD_po/s200/Screenshot%2B2015-09-28%2Bat%2B11.25.06%2BAM.png" width="200" /></a></div>
This year I organised the annual #twitterdinner that coincides with the #ULearn conferences each year in the October school holidays for educators in New Zealand. Each year the event alternates between Auckland and Rotorua (previously held in Christchurch too). The evening was awesome with 58 educators that connect on line, face to face in the same room ready for great conversations, food and connections!<br />
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The dinner was held at Sweat Shop Brew Kitchen. On arrival tweeps checked in with me to get their name label and <a class="g-profile" href="https://plus.google.com/113756924863209925791" target="_blank">+Megan Croll</a> gave them their free drink token (thanks to <a class="g-profile" href="https://plus.google.com/107117626604310191975" target="_blank">+Jenna Kleine</a> of Class Dojo and <a class="g-profile" href="https://plus.google.com/103865939461494107713" target="_blank">+Alex Le Long</a>) and the mix n' mingle bingo sheet. The bingo sheet was a great icebreaker and our guests being the connected individuals they are, were up for the challenge of completing it to truly embrace the opportunity for rich connections to start the evening. Delicious canapes were served and circulated during this time. Then it was time for a word from our sponsor from <a class="g-profile" href="https://plus.google.com/103865939461494107713" target="_blank">+Alex Le Long</a> and <a class="g-profile" href="https://plus.google.com/114720919441106538579" target="_blank">+Campbell Potter</a> in support of Class Dojo. I said a few words of welcome and then the rest of the evening rolled out into a great talk, food and photo fest! The photo booth props were a fun addition (although a little under-used). We trended on Twitter and here are some of the tweets from the evening!</div>
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<div class="storify">
<iframe allowtransparency="true" frameborder="no" height="750" src="//storify.com/digitallearnin/twitterdinner15/embed?header=false&template=slideshow" width="100%"></iframe><script src="//storify.com/digitallearnin/twitterdinner15.js?header=false&template=slideshow"></script><noscript>[<a href="//storify.com/digitallearnin/twitterdinner15" target="_blank">View the story "#Twitterdinner15" on Storify</a>]</noscript></div>
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I enjoyed organising the evening and would do so again if the opportunity arises - my one wish for next time would be to circulate more! I felt that I didn't really get the opportunity to do as much mix n' mingle at the beginning with checking everyone in and of course, once you're sitting and eating that can be a bit restrictive too... however I thoroughly did enjoy myself and l look forward to hopefully attending next year's one in Rotorua!Ms Driverhttp://www.blogger.com/profile/07117330226148531358noreply@blogger.com0tag:blogger.com,1999:blog-6971909877000833712.post-2991402806912926552015-10-06T09:24:00.000+13:002015-10-10T20:26:48.879+13:00#EdBlogNZ Challenge Week 1<b>Inspiring Bloggers</b><br />
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The challenge is to write about a legendary blogger that inspires you or makes you dream bigger. I am in awe at how some educators <strike>write</strike> reflect so frequently on their blogs. Two bloggers that I follow and read regularly both bear the same name Stephanie Thompson! I wonder if they are connected on line too?<br />
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First <a href="https://twitter.com/St3ph007" target="_blank">Stephanie</a> who is the author of <a href="http://fourseasonsinonekiwi.blogspot.co.nz/" target="_blank">Four Seasons in One Kiwi</a> I first met her at a two day <a href="http://fourseasonsinonekiwi.blogspot.co.nz/2015/07/solution-focused-coaching-tools-visual.html" target="_blank">Solutions Focus Coaching Master class</a>. Stephanie is a primary school principal and as I aspire to be a principal I was really impressed with what she had to say about leadership and growing a coaching culture in her school. Her blog posts reflect her leadership wonderings and I find them useful to read and reflect how her message resonates with me now (in my role as an acting principal) and to store for my future leadership experiences to come.<br />
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Second <a href="https://twitter.com/traintheteacher" target="_blank">Stephanie</a> who is the author of <a href="http://traintheteacher.me/" target="_blank">Train the Teacher</a> I had connected with her many years ago on twitter and first met a few years ago at an Ignition Conference held at Albany Senior High School. At the time she was a classroom teacher in Wellington, a tweeter and edu-geek. I was impressed for a beginning teacher how she used blogging to collect evidence of her practice and labelled her blogs as a great filing system. Now Stephanie teachers overseas and posts almost daily of her educational learning journey, whether she is reflecting on what is happening in her classroom or from one of the many conferences that she attends. Her latest post about participating in a <a href="http://traintheteacher.me/2015/10/05/should-every-conference-have-a-disrupt-strand-learning2/" target="_blank">disruptive strand </a>at a conference reminded me of the robust conversations I had at the <a href="http://digitallearningnz.blogspot.co.nz/2014/10/google-mission-control-gtasyd14.html" target="_blank">Google Teacher Academy</a> where we put our big ideas into an action plan for immediate steps in our learning community.<br />
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I often fear that my reflections will just be aimless ramblings and not worthy of the deep reflection I read in the posts of others. I do believe in projecting positivity and continuous improvement, so to move forward, I feel you need the time to look back and reflect on your practice to improve. Like ripples in a pond, ideas can grow, reverberate and merge to create new circles of ideas. I wonder if participating in the #EdBlogNZ challenge will help me get into a routine of weekly reflection (or at least fortnightly) for my leadership and/or education learning journey? I hope so!<br />
<br />Unknownnoreply@blogger.com1tag:blogger.com,1999:blog-6971909877000833712.post-71142133248994519182015-09-28T13:27:00.000+13:002015-09-28T13:27:33.201+13:00Connected Educators Month #cenz15<div class="separator" style="clear: both; text-align: center;">
<a href="http://4.bp.blogspot.com/-tg8MSbA2zwM/VgiGkosO5TI/AAAAAAAACgU/_Zi0kSkyaTk/s1600/Were-Connected-logo.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="196" src="http://4.bp.blogspot.com/-tg8MSbA2zwM/VgiGkosO5TI/AAAAAAAACgU/_Zi0kSkyaTk/s200/Were-Connected-logo.jpg" width="200" /></a></div>
It's <a href="http://connectededucator.org.nz/" target="_blank">Connected Educators Month</a> (#cenz15) and I've decided to be involved in a few ways. Firstly I am organising the #twitterdinner15 which coincides always with the <a href="http://events.core-ed.org/ulearn" target="_blank">ULearn conference</a>. This year it is being held in Auckland, so I volunteered to organise the evening. It's no small fete organising something like this and having people pre-pay so that you aren't left hanging on the evening with unexpected expenses! I think in the last month most of my tweets have been to promote the evening! I'm looking forward to connecting face to face with many old and new tweeters!<br />
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Secondly, I've signed up to be a contibutor to EdBookNZ which is the brain-child of <a href="http://sonyavanschaijik.com/" target="_blank">Sonya Van Schaijik</a>. This year's EdBook is based on unpacking the Practising Teacher Criteria, I'm interested in PTC12 - Teaching as Inquiry. Below is Sonya's slideshare she presented at EduIgnite recently that explains the collaborative project.<br />
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Lastly, I've decided to be part of the <a href="http://edblognz.blogspot.co.nz/2015/09/connected-educators-edblognz-challenge.html" target="_blank">#EdBlogNZ challenge</a>, where each week 3 challenges will be posted to blog about. I'm doing this because I've had an edu-blog for many years and would like to try and create a habit of posting more frequently my reflections about leadership, education and my edu-experiences. There are three levels of challenges and you can choose any of the activities set from any of the levels - so I'm thinking I might ease into the challenge with this first post! I'm hoping that I might get some comments and encouragement to make me think deeper or just encouragement to keep trying!</div>
Unknownnoreply@blogger.com3tag:blogger.com,1999:blog-6971909877000833712.post-46582585844525558852015-06-02T17:27:00.000+12:002015-06-02T17:27:06.753+12:00Leading Change with Digital Technologies<span style="font-family: Arial, Helvetica, sans-serif;">I have been instrumental with change leadership and implementing digital technologies across the curriculum at our school. Earlier in the year I was asked by the Te Toi Tupu consortium who have the LwDT contract to record my journey implementing change in this field. The video below was used for face to face regional meetings around the country and an online webinar for leaders on the LwDT contract.</span><br />
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<iframe allowfullscreen="" frameborder="0" height="315" src="https://www.youtube.com/embed/4dQN8dBXxe4" width="530"></iframe>Ms Driverhttp://www.blogger.com/profile/07117330226148531358noreply@blogger.com0tag:blogger.com,1999:blog-6971909877000833712.post-78390036717241660612015-05-20T13:00:00.001+12:002015-05-20T13:00:34.999+12:00Solution Focus Coaching<span style="background-color: white; color: #141823; font-family: helvetica, arial, 'lucida grande', sans-serif; line-height: 19.3199996948242px;">I just spent 2 days at a Solutions Focus Coaching Master Class. I found the approach of Solutions Focus very empowering and complimented what I already knew about GROWTH coaching. <a href="http://www.educationgroup.co.nz/" target="_blank">The Education Group</a> will be bringing these workshops to NZ next year (as the NZ provider of professional learning and development for <a href="http://www.growthcoaching.com.au/" target="_blank">Growth Coaching International</a>)</span><span style="background-color: white; color: #141823; font-family: helvetica, arial, 'lucida grande', sans-serif; line-height: 19.3199996948242px;">.</span><br />
<span style="background-color: white; color: #141823; font-family: helvetica, arial, 'lucida grande', sans-serif;"><span style="line-height: 19.3199996948242px;">The focus on a strengths based, positive solution focus, rather than dwelling in deficit thinking and problem solving aligns with my personal mantra of projecting positivity and continuous improvement. When I got home I was so inspired I started reading the book! The Solutions Focus is a SIMPLE way of working to allow individual solutions according to what is happening for the individual or within an organisation. </span></span><br />
<a href="http://www.amazon.com/The-Solutions-Focus-Making-Coaching/dp/1904838065" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;" target="_blank"><img border="0" src="http://2.bp.blogspot.com/-4iOrtXA2AMc/VVmmtEEGE9I/AAAAAAAAHes/jcO5Ftf7uok/s1600/solutions%2Bfocused.jpg" /></a><span style="background-color: white; color: #141823; font-family: helvetica, arial, 'lucida grande', sans-serif;"><span style="line-height: 19.3199996948242px;">SIMPLE = </span></span><br />
<span style="background-color: white; font-family: helvetica, arial, 'lucida grande', sans-serif;"><span style="line-height: 19.3199996948242px;"><span style="color: red;">S</span><span style="color: #141823;">olutions not problems</span></span></span><br />
<span style="background-color: white; font-family: helvetica, arial, 'lucida grande', sans-serif;"><span style="line-height: 19.3199996948242px;"><span style="color: red;">I</span><span style="color: #141823;">nbetween: the action is in the interaction</span></span></span><br />
<span style="background-color: white; font-family: helvetica, arial, 'lucida grande', sans-serif;"><span style="line-height: 19.3199996948242px;"><span style="color: red;">M</span><span style="color: #141823;">ake use of what's there - not what isn't</span></span></span><br />
<span style="background-color: white; font-family: helvetica, arial, 'lucida grande', sans-serif;"><span style="line-height: 19.3199996948242px;"><span style="color: red;">P</span><span style="color: #141823;">ossibilities: past, present and future</span></span></span><br />
<span style="background-color: white; font-family: helvetica, arial, 'lucida grande', sans-serif;"><span style="line-height: 19.3199996948242px;"><span style="color: red;">L</span><span style="color: #141823;">anguage: simply said</span></span></span><br />
<span style="background-color: white; font-family: helvetica, arial, 'lucida grande', sans-serif;"><span style="line-height: 19.3199996948242px;"><span style="color: red;">E</span><span style="color: #141823;">very case is different</span></span></span><br />
<span style="background-color: white; font-family: helvetica, arial, 'lucida grande', sans-serif;"><span style="line-height: 19.3199996948242px;"><span style="color: #141823;"><br /></span></span></span>
<span style="background-color: white; font-family: helvetica, arial, 'lucida grande', sans-serif;"><span style="line-height: 19.3199996948242px;"><span style="color: #141823;">The Solutions tools are: </span></span></span><br />
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<li><span style="color: #141823; font-family: helvetica, arial, lucida grande, sans-serif;"><span style="background-color: white; line-height: 19.3199996948242px;">Platform - a point for departure</span></span></li>
<li><span style="color: #141823; font-family: helvetica, arial, lucida grande, sans-serif;"><span style="background-color: white; line-height: 19.3199996948242px;">The Future Perfect - the situation without the problem, the way the customer wants it to be</span></span></li>
<li><span style="color: #141823; font-family: helvetica, arial, lucida grande, sans-serif;"><span style="background-color: white; line-height: 19.3199996948242px;">Counters - resources and skills that will count towards getting to the solution</span></span></li>
<li><span style="color: #141823; font-family: helvetica, arial, lucida grande, sans-serif;"><span style="background-color: white; line-height: 19.3199996948242px;">Scale - to measure progress and identify difference</span></span></li>
<li><span style="color: #141823; font-family: helvetica, arial, lucida grande, sans-serif;"><span style="background-color: white; line-height: 19.3199996948242px;">Affirm - recognising positive steps towards solution that are already taking place</span></span></li>
<li><span style="color: #141823; font-family: helvetica, arial, lucida grande, sans-serif;"><span style="background-color: white; line-height: 19.3199996948242px;">Small actions - pivotal steps that take action towards the future perfect, they are specific and concrete</span></span></li>
</ol>
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<span style="color: #141823; font-family: helvetica, arial, lucida grande, sans-serif;"><span style="line-height: 19.3199996948242px;">There are 5 conversation expanders that are used during a Solutions Focus coaching conversation:</span></span></div>
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<li><span style="color: #141823; font-family: helvetica, arial, lucida grande, sans-serif;"><span style="line-height: 19.3199996948242px;">Non-verbal participation</span></span></li>
<li><span style="color: #141823; font-family: helvetica, arial, lucida grande, sans-serif;"><span style="line-height: 19.3199996948242px;">What else?</span></span></li>
<li><span style="color: #141823; font-family: helvetica, arial, lucida grande, sans-serif;"><span style="line-height: 19.3199996948242px;">First tiny signs (steps)</span></span></li>
<li><span style="color: #141823; font-family: helvetica, arial, lucida grande, sans-serif;"><span style="line-height: 19.3199996948242px;">What difference would that make?</span></span></li>
<li><span style="color: #141823; font-family: helvetica, arial, lucida grande, sans-serif;"><span style="line-height: 19.3199996948242px;">What would person X notice?</span></span></li>
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<span style="font-family: Arial, Helvetica, sans-serif;">I really liked how the experienced coach can "flip" a conversation skilfully if a client shares negative interactions into positive interactions. I found when participating as the coachee, I was able to think clearer about a current situation that I wanted resolving and left the session with a few small steps to take action. I also like the focus on what was <span style="color: red;">Better than Before</span> and having a <span style="color: red;">butterfly effect </span>rather than a locust effect. I can also see how a Solutions Focus will help with self review and work around developing a new school charter.</span></div>
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<span style="background-color: white; color: #141823; font-family: helvetica, arial, 'lucida grande', sans-serif; line-height: 19.3199996948242px;">Here is a little taster of what being solution focused is about (vs. problem focused). </span></div>
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Ms Driverhttp://www.blogger.com/profile/07117330226148531358noreply@blogger.com1tag:blogger.com,1999:blog-6971909877000833712.post-26370925790925251452015-05-18T17:35:00.001+12:002015-05-20T12:59:13.864+12:00Putting Faces on the Data: What Great Leaders Do!As a member of NZEALS it was great to be able to go to a seminar day led by Dr. Lyn Sharrat on Putting Faces on the Data. Dr. Lyn Sharrat is a high calibre educator from Ontario who works closely with Michael Fullan (who I really respect the work of). Their book Putting the Faces on the Data and subsequent seminar today was affirming with the practices that we use at our school to ensure that all students are making progress. Dr. Lyn Sharrat overheard me sharing our practices and asked for me to share with the whole audience - so this was very positive and reassuring. <br />
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Our group wondered whether there was an acronym for FACES and we came up with: <span style="background-color: yellow;"><span style="color: red;">F</span>acing <span style="color: red;">A</span>chievement <span style="color: red;">C</span>hanges<span style="color: red;"> E</span>very <span style="color: red;">S</span>tudent</span> or as Dr Lyn Sharrat said, although she hasn't ever thought of an acronym it is about <span style="background-color: yellow;"><span style="color: red;">F</span>ront <span style="color: red;">A</span>nd <span style="color: red;">C</span>entre<span style="color: red;"> E</span>very <span style="color: red;">S</span>tudent</span> - being at the heart of all learning organisations.</div>
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I was one of the few people tweeting the learning from today (below are some of the tweets, collated into a Storify) - I also look forward to reading the book.</div>
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<div class="storify">
<iframe allowtransparency="true" frameborder="no" height="750" src="//storify.com/digitallearnin/putting-faces-on-the-data/embed?header=false&border=false&template=grid" width="100%"></iframe><script src="//storify.com/digitallearnin/putting-faces-on-the-data.js?header=false&border=false&template=grid"></script><noscript>[<a href="//storify.com/digitallearnin/putting-faces-on-the-data" target="_blank">View the story "Putting Faces on the Data" on Storify</a>]</noscript></div>
Ms Driverhttp://www.blogger.com/profile/07117330226148531358noreply@blogger.com0tag:blogger.com,1999:blog-6971909877000833712.post-17954839492128360142015-03-28T17:19:00.000+13:002015-03-28T17:19:48.034+13:00EduIgnite: So what's the GTA all about? At the end of last year <a href="https://plus.google.com/+DianaWilkesOPS/posts">Diana</a> and I shared our experience of attending the <a href="http://digitallearningnz.blogspot.co.nz/2014/10/google-mission-control-gtasyd14.html">Google Teacher Academy</a> in an EduIgnite format at the National Library. It is always challenging presenting in an eduignite format (20 slides on auto-advance every 15 seconds!) and presenting with a buddy is even harder! We did a great job and shared our positive experience in an informative way. Hope you enjoy our presentation:<br />
<br /><iframe width="560" height="315" src="https://www.youtube.com/embed/_SgQGCBKzVs" frameborder="0" allowfullscreen></iframe>Ms Driverhttp://www.blogger.com/profile/07117330226148531358noreply@blogger.com2tag:blogger.com,1999:blog-6971909877000833712.post-78900289898769782772015-01-15T10:26:00.000+13:002015-01-15T10:26:41.132+13:00Developing digitally literate learnersAt the Learning with Digital Techonologies Symposium (way back in August 2014 at the National Library) I was interviewed regarding the digital journey we are on implementing learning using digital technologies. The video has just now been produced and a couple of snippets of my interview have been included in this piece:
<iframe width="500" height="315" src="//www.youtube.com/embed/l7Re4BKSb0g" frameborder="0" allowfullscreen></iframe>Ms Driverhttp://www.blogger.com/profile/07117330226148531358noreply@blogger.com0tag:blogger.com,1999:blog-6971909877000833712.post-31165441161866641892014-10-04T13:45:00.000+13:002014-10-04T15:04:00.681+13:00Google Mission Control [#GTASYD14] / Destination Moonshot!<div style="text-align: justify;">
Recently I had the privilege of attending the <a href="http://www.google.com.au/edu/programs/google-teacher-academy/" target="_blank">Google Teacher Academy</a> in Sydney with 50 other amazing educators from across NZ and Australia. This academy, the first to be rolled out under the facilitation of +<a href="http://notosh.com/" target="_blank">NoTosh</a> Captain's <a href="https://plus.google.com/+TomBarrett/posts" target="_blank">Tom Barrett </a>and <a href="https://plus.google.com/+HamishCurryNoTosh/posts" target="_blank">Hamish Curry</a> (along with our GTA mentors) was an exciting opportunity into a new style of academy for Google that put the focus on pedagogy. Don't get me wrong, there was Googly-goodness in our two days on site however we took a different trajectory to past academies. Just like in our education settings, the use of integrating technology in learning is driven by our curriculum and learning needs, so too was the underlying theme towards our journey in this academy.</div>
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<tr><td class="tr-caption" style="text-align: center;">photo: <a href="https://plus.google.com/communities/116594109853660258789" target="_blank">+Suan Yeo</a></td></tr>
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The academy was centred around the concept of creating and planning for Moonshots using a design thinking process that NoTosh have used extensively in educational settings. A moonshot is a project or proposal that: 1) addresses a huge problem; 2) proposes a radical solution; 3) uses break through technology. I first hear of <a href="https://www.solveforx.com/about/whatisamoonshot/" target="_blank">Moonshots</a> and saw the video at our own <a href="http://digitallearningnz.blogspot.co.nz/2014/03/reflections-from-festival-of-education.html" target="_blank">Festival of Education</a> so knew the two days would be full of challenge, questioning and pathways. The <a href="http://notosh.com/what-we-do/the-design-thinking-school/" target="_blank">framework</a> that NoTosh use of immersion, synthesis, ideation and prototyping/feedback was carefully scaffolded with useful mini activities to support our thinking in small groups. Useful take-outs that I know I'll use again are: Hexagon thinking strategy, Critique Protocols "be hard on content, soft on people" using <a href="https://docs.google.com/presentation/d/1n5dLjh06xBmOG6rRKhTNX1aSLf1-r31Ht1ciPc-27Jg/edit#slide=id.p" target="_blank">HAKRS</a>, HMW framing template for our Moonshots (pictured) and the 3-step drawing for prototyping our ideas (& thinking).</div>
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<a href="http://4.bp.blogspot.com/-hvpybYIkkjk/VC0lvKRqPeI/AAAAAAAAFQY/Ay-shN38YBY/s1600/Screenshot%2B2014-10-02%2Bat%2B23.15.03.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="http://4.bp.blogspot.com/-hvpybYIkkjk/VC0lvKRqPeI/AAAAAAAAFQY/Ay-shN38YBY/s1600/Screenshot%2B2014-10-02%2Bat%2B23.15.03.png" height="163" width="320" /></a></div>
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<a href="http://2.bp.blogspot.com/-xyenq6Kp-RQ/VC0ZQydnjBI/AAAAAAAAFQI/zhX50KeE01o/s1600/Team%2BBlack%2BSheep%2B(1).jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="http://2.bp.blogspot.com/-xyenq6Kp-RQ/VC0ZQydnjBI/AAAAAAAAFQI/zhX50KeE01o/s1600/Team%2BBlack%2BSheep%2B(1).jpg" height="320" width="273" /></a></div>
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The 50 participants were divided into 8 groups. I was in Team Black Sheep, which aptly embraced the Moonshot definition. I'd like to thank our Team Black Sheep members: <a href="https://plus.google.com/u/0/+ChristopherWoldhuis/posts" target="_blank">+Chris Woldhouis</a>, <a href="https://plus.google.com/u/0/+MichaelHa_nerdyphyseder/posts" target="_blank">+Michael Ha</a>, <a href="https://plus.google.com/u/0/+AlfinaJackson/posts" target="_blank">+Alfina Jackson,</a> <a href="https://plus.google.com/u/0/+AngelaLeenzl/posts" target="_blank">+Angela Lee</a>, <a href="https://plus.google.com/u/0/+NickWilsonNZ/posts" target="_blank">+Nick Wilson</a> and guided by our mentor <a href="https://plus.google.com/u/0/+RichardLambert/posts" target="_blank">+Rich Lambert</a> for the collaboration, connection, challenge and conversation that started prior to our arrival and will continue over the next 6 months as we report our progress towards achieving our Moonshots.</div>
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Whereas in past academies participants may have sat in mini workshops related to learning about different Google tools/products, this year the mentors flipped this idea and led sessions that fitted into the pedagogy first theme. Sessions were facilitated around the themes of community, curiosity and creativity to work our what Google tools we could then use to support these components of future focused pedagogy. </div>
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The immersion in Google-life was a big feature of the academy. We had the opportunity of visiting 3 of the Google buildings in Sydney's Pyrmont area of Darling Harbour. The work spaces are unique as are the modes of transport that can be used between buildings (if walking is not enough for you why not try a scooter, skateboard or a unicycle). The album below features some of the common spaces that we were allowed to view. We were treated to meals at three different staff canteen's that had a huge array of healthy options for us to dine on and some stunning scenery!</div>
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<a href="http://2.bp.blogspot.com/-E4gWmP8Bo54/VC0uBMlLuhI/AAAAAAAAFQo/Z6XOZ_68Gug/s1600/Screenshot%2B2014-10-02%2Bat%2B23.50.21.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="http://2.bp.blogspot.com/-E4gWmP8Bo54/VC0uBMlLuhI/AAAAAAAAFQo/Z6XOZ_68Gug/s1600/Screenshot%2B2014-10-02%2Bat%2B23.50.21.png" height="204" width="320" /></a>A highlight for me was listening to invited guest speaker <a href="https://twitter.com/annie_parker" target="_blank">Annie Parker</a> of <a href="https://muru-d.com/" target="_blank">Muru-D</a> who embraced the idea of thinking big and promoting entrepreneurship spirit in our kids. The process she discuss was a practical life example of the design thinking process we were working through in our Moonshot using the NoTosh framework. She ignited a personal project that I've been sitting on quietly for the last 10 years that I am keen to bring to fruition in the next 12 months [so watch this space!]. I loved this quote that she shared that really hit home that each one of us can make a difference by Margaret Mead. Having participated in this Google Teacher Academy I can officially say that I'm a Google Certified Teacher - I love how a fellow GTASYD participant <a href="http://www.aussieed.com/the-aussieed-blog/google-teacher-academy-is-not-about-google" target="_blank">Rob McTaggart </a>describes a GCT from his reflective blog post... "A Google Certified Teacher is someone who sees a problem with no easy solution but will go about finding a way to do it anyway. These educators believe they can make a big difference to education. And many of us will." </div>
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While I'll be keeping in touch with many of the #GTASYD14 via online networks and through continued hangouts (particularly with Team Black Sheep). The other special group that I'll have a lot of face to face opportunities will be the kiwi contingent of the #GTASYD cohort (and in particular the Auckland based GCTs). Here we all are:</div>
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<img class="alwaysThinglink" src="//cdn.thinglink.me/api/image/573451441788682242/1024/10/scaletowidth#tl-573451441788682242;1043138249'" style="max-width: 100%;" /><script async="" charset="utf-8" src="//cdn.thinglink.me/jse/embed.js"></script>
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The tweets that were #GTASYD:<br />
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<div class="storify">
<iframe allowtransparency="true" frameborder="no" height="750" src="//storify.com/digitallearnin/google-teacher-academy-sydney-14/embed?header=false&border=false&template=slideshow" width="100%"></iframe><script src="//storify.com/digitallearnin/google-teacher-academy-sydney-14.js?header=false&border=false&template=slideshow"></script><noscript>[<a href="//storify.com/digitallearnin/google-teacher-academy-sydney-14" target="_blank">View the story "Google Teacher Academy: Sydney 14" on Storify</a>]</noscript></div>
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The Album that is #GTASYD:</div>
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<embed flashvars="host=picasaweb.google.com&hl=en_US&feat=flashalbum&RGB=0x000000&feed=https%3A%2F%2Fpicasaweb.google.com%2Fdata%2Ffeed%2Fapi%2Fuser%2F100082212657728028987%2Falbumid%2F6066123557025816897%3Falt%3Drss%26kind%3Dphoto%26hl%3Den_US" height="400" pluginspage="http://www.macromedia.com/go/getflashplayer" src="https://photos.gstatic.com/media/slideshow.swf" type="application/x-shockwave-flash" width="500"></embed>
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I look forward to posting more about my Moonshot and progress, soon...WATCH this SPACE.Ms Driverhttp://www.blogger.com/profile/07117330226148531358noreply@blogger.com2tag:blogger.com,1999:blog-6971909877000833712.post-15904539442797340392014-10-04T13:32:00.001+13:002014-10-06T09:11:59.177+13:00Application - Google Teacher Academy: Sydney 2014<div style="text-align: justify;">
<span style="font-family: Arial; font-size: 13px; line-height: 1.15; white-space: pre-wrap;">I was determined this year to get accepted into the <a href="http://www.google.co.nz/edu/programs/google-teacher-academy/" target="_blank">Google Teacher Academy</a> (GTA) in Sydney to become a Google Certified Teacher (GCT). This academy was to be the first lead by <a href="http://notosh.com/what-we-do/" target="_blank">NoTosh</a> using a new format focusing on design thinking where we would be exploring, designing and launching solutions to some of education's chunkiest problems. As with all GTA's there is an emphasis on personal growth and collaboration, while GTA Sydney is also all about empowering us to make sustainable change in our communities. </span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 13px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><br /></span></div>
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<li style="text-align: justify;"><span style="font-family: Arial; font-size: 13px; line-height: 1.15; white-space: pre-wrap;">Outstanding educators with a passion for using technologies and approaches to improve teaching and learning.</span></li>
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<li style="text-align: justify;"><span style="font-family: Arial; font-size: 13px; line-height: 1.15; white-space: pre-wrap;">Creative leaders who understand opportunities and challenges and have a desire to help empower others in their local community and beyond.</span></li>
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<li style="text-align: justify;"><span style="font-family: Arial; font-size: 13px; line-height: 1.15; white-space: pre-wrap;">Ambassadors for change who model high expectations, life-long learning, collaboration, equity, and innovation.</span></li>
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<span style="font-family: Arial; font-size: 13px; line-height: 1.15; white-space: pre-wrap;">For the application process we had to complete an online form, however I found it was best to copy the form to a Google Doc and compose your answers first before completing the online form. Many of the responses were limited to 200 or 400 characters (not words) so like an extended tweet. I found this process to suit my learning style as it meant that I had to be very concise with my answers and it also meant that I was careful to embed links into my answers to show further on-line evidence to support my responses. </span><span style="font-family: Arial; font-size: 13px; line-height: 14.9499998092651px; white-space: pre-wrap;"> I knew using the Google Shortener for URL was exactly 20 characters and this was included into the character count. The application questions revolved around the three main criteria for being a GCT and you were also asked</span><span style="font-family: Arial; font-size: 13px; line-height: 1.15; white-space: pre-wrap;"> to show examples of how you met each of the three GCT criteria. This was where the external links helped. </span><br />
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<span style="font-family: Arial; font-size: 13px; line-height: 1.15; white-space: pre-wrap;">To start the application process you had to record a six-word memoir to describe yourself. I put out a Google Form to colleagues to get them to come up with six descriptors and to help me identify which of the three GCT criteria (above) they perceived to be my strength, which was to be the focus of my one minute video. This was an interesting processin itself, seeing what others perceived to be my area of strength. In the end I chose my memoir to be</span><span style="font-family: Arial; font-size: x-small; line-height: 14.9499998092651px; white-space: pre-wrap;"> </span><b style="font-family: Arial; font-size: small; line-height: 14.9499998092651px; white-space: pre-wrap;">"Enthusiastically projecting positivity and continuous improvement"</b><span style="font-family: Arial; font-size: x-small; line-height: 14.9499998092651px; white-space: pre-wrap;"> along with being a </span><b style="font-family: Arial; font-size: small; line-height: 14.9499998092651px; white-space: pre-wrap;">Creative Leader</b><span style="font-family: Arial; font-size: x-small; line-height: 14.9499998092651px; white-space: pre-wrap;">. </span></div>
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<span style="font-family: Arial; font-size: x-small;"><span style="line-height: 14.9499998092651px; white-space: pre-wrap;">Here is my one minute video that I chose to do in the style of a Google Hangout:</span></span></div>
<iframe width="560" height="315" src="//www.youtube.com/embed/7TAs84_XP60" frameborder="0" allowfullscreen></iframe>Unknownnoreply@blogger.com1tag:blogger.com,1999:blog-6971909877000833712.post-33106181883263958272014-08-10T22:23:00.000+12:002014-08-10T22:23:14.592+12:00#edchatNZ Blogging Meme<div style="background-color: white; line-height: 1.3859999656677247; margin-bottom: 0pt; margin-top: 0pt;">
<span style="font-family: Arial, Helvetica, sans-serif;">Term three has had a busy start for me with the first three Saturdays consumed with connecting face to face with my online PLN at #educampAKLD, #educampTT and the inaugural #edchatNZ conference. I was waiting for the end of this third event to write a post and was procrastinating, however thanks to being challenged by Bridget Casse to participate in the #edchatNZ meme I am prompted to waste no more time!</span><span style="font-weight: bold; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: Arial, Helvetica, sans-serif;"></span></span></div>
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<span style="color: red; font-family: Arial, Helvetica, sans-serif;"><b>If you get included in the blogging meme: copy/paste the questions and instructions into your own blog then fill out your own answers. Share on twitter tagging 5 friends.</b></span><br />
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<a href="https://lh5.googleusercontent.com/kuSR0gLs4Yf-mhVcgS5jyQTLiWcxRGiuT_Ka2tYEiQwPujMfmb5SUJOwlpMF9sO-oVGejDSWw8bhb_yMIJCOJeCKtuCj8FfJ-XvZkTPpwtkju9l-BHY-SqNfEwXqjoXt5w" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="320" src="https://lh5.googleusercontent.com/kuSR0gLs4Yf-mhVcgS5jyQTLiWcxRGiuT_Ka2tYEiQwPujMfmb5SUJOwlpMF9sO-oVGejDSWw8bhb_yMIJCOJeCKtuCj8FfJ-XvZkTPpwtkju9l-BHY-SqNfEwXqjoXt5w" style="-webkit-box-shadow: rgba(0, 0, 0, 0.0980392) 1px 1px 5px; -webkit-transform: rotate(0rad); background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; border: none; box-shadow: rgba(0, 0, 0, 0.0980392) 1px 1px 5px; cursor: move; padding: 5px; transform: rotate(0rad);" width="225" /></a></div>
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<span style="font-weight: bold; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></span><span style="font-family: Arial, Helvetica, sans-serif;"><span style="font-weight: bold; vertical-align: baseline; white-space: pre-wrap;">1. How did you attend the #Edchatnz Conference? (Face 2 Face, followed online or didn't)</span></span><span style="font-family: Arial, Helvetica, sans-serif;"><span style="white-space: pre-wrap;">I was lucky enough to attend BOTH days Face 2 Face</span></span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"><span style="white-space: pre-wrap;"><br /></span></span><span style="font-weight: bold; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: Arial, Helvetica, sans-serif;">2. How many others attended from your school or organisation?</span></span><span style="font-family: Arial, Helvetica, sans-serif;">I was flying SOLO at this one however I got to carpool both days with @Mrs_Hyde, @Carobush and @annagerrit which made the trip to the other side of town a lot of fun and giggles.</span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span><span style="font-weight: bold; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: Arial, Helvetica, sans-serif;">3.How many #Edchatnz challenges did you complete?</span></span><span style="white-space: pre-wrap;"><span style="font-family: Arial, Helvetica, sans-serif;">I got several Grelfies done over the two days, this really cheezy one first thing on arrival on Friday with <a href="https://twitter.com/mrs_hyde" target="_blank">Annemarie</a>, <a href="https://twitter.com/CaroBush" target="_blank">Caroline</a> and <a href="https://twitter.com/DianaWilkes">Diana.</a>..</span></span><a href="https://3.bp.blogspot.com/-4TDe_TtZkHE/U-c30n2A9rI/AAAAAAAAC98/-KVOtO8Yu6E/s1600/Budrfn3CQAEF_TZ.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><span style="font-family: Arial, Helvetica, sans-serif;"><img border="0" src="http://3.bp.blogspot.com/-4TDe_TtZkHE/U-c30n2A9rI/AAAAAAAAC98/-KVOtO8Yu6E/s1600/Budrfn3CQAEF_TZ.jpg" height="240" width="320" /></span></a><span style="white-space: pre-wrap;"><span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></span><span style="font-family: Arial, Helvetica, sans-serif;"><span style="line-height: 1.3859999656677247; white-space: pre-wrap;"><br /></span></span><span style="font-family: Arial, Helvetica, sans-serif;"><span style="line-height: 1.3859999656677247; white-space: pre-wrap;"><br /></span></span><span style="font-family: Arial, Helvetica, sans-serif;"><span style="line-height: 1.3859999656677247; white-space: pre-wrap;"><br /></span></span><span style="font-family: Arial, Helvetica, sans-serif;"><span style="line-height: 1.3859999656677247; white-space: pre-wrap;"><br /></span></span><span style="font-family: Arial, Helvetica, sans-serif;"><span style="line-height: 1.3859999656677247; white-space: pre-wrap;"><br /></span></span><span style="font-family: Arial, Helvetica, sans-serif;"><span style="line-height: 1.3859999656677247; white-space: pre-wrap;"><br /></span></span><span style="font-family: Arial, Helvetica, sans-serif;"><span style="line-height: 1.3859999656677247; white-space: pre-wrap;"><br /></span></span><span style="font-family: Arial, Helvetica, sans-serif;"><span style="line-height: 1.3859999656677247; white-space: pre-wrap;"><br /></span></span><span style="font-family: Arial, Helvetica, sans-serif;"><span style="line-height: 1.3859999656677247; white-space: pre-wrap;"><br /></span></span><span style="font-family: Arial, Helvetica, sans-serif;"><span style="line-height: 1.3859999656677247; white-space: pre-wrap;"><br /></span></span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"><span style="line-height: 1.3859999656677247; white-space: pre-wrap;">and this Geeky (I say Gorgeous) Glasses Grelfie on Saturday with Bridget Casse <a href="https://twitter.com/BridgetCasse" target="_blank">@bridgetcasse</a> </span><span style="line-height: 1.3859999656677247; white-space: pre-wrap;">and Phillipa </span><span class="screen-name" style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; line-height: 18px;"><a class="pretty-link js-nav" data-send-impression-cookie="true" dir="ltr" href="https://twitter.com/AKeenReader" style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; color: #888888; text-decoration: none;">@AKeenReader</a></span></span><a href="https://4.bp.blogspot.com/-L2lPk9hrG0I/U-c4_xGbJwI/AAAAAAAAC-I/vC8Dav4_ScU/s1600/Screenshot+2014-08-10+at+21.18.37.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><span style="font-family: Arial, Helvetica, sans-serif;"><img border="0" src="http://4.bp.blogspot.com/-L2lPk9hrG0I/U-c4_xGbJwI/AAAAAAAAC-I/vC8Dav4_ScU/s1600/Screenshot+2014-08-10+at+21.18.37.png" height="237" width="320" /></span></a><span style="color: #222222; font-family: Arial, Helvetica, sans-serif; line-height: 1.3859999656677247;"><br /></span><span style="font-family: Arial, Helvetica, sans-serif;"><br /></span><span style="color: #222222; line-height: 18.01799964904785px;"><span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></span><span style="color: #222222; line-height: 18.01799964904785px;"><span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></span><span style="color: #222222; line-height: 18.01799964904785px;"><span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></span><span style="color: #222222; line-height: 18.01799964904785px;"><span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></span><span style="color: #222222; line-height: 18.01799964904785px;"><span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></span><span style="color: #222222; line-height: 18.01799964904785px;"><span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></span><span style="color: #222222; line-height: 18.01799964904785px;"><span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></span><span style="color: #222222; line-height: 18.01799964904785px;"><span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></span><span style="color: #222222; line-height: 18.01799964904785px;"><span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></span><span style="color: #222222; line-height: 18.01799964904785px;"><span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></span><span style="color: #222222; line-height: 18.01799964904785px;"><span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></span><span style="color: #222222; line-height: 18.01799964904785px;"><span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></span><span style="color: #222222; line-height: 18.01799964904785px;"><span style="font-family: Arial, Helvetica, sans-serif;">I also love this one with two people that I admire greatly Annemarie and Mark</span></span><a href="https://4.bp.blogspot.com/-6NaSdlI_Ky4/U-dAEeFMRpI/AAAAAAAAC-k/MMPf8ZqBzlI/s1600/Screenshot+2014-08-10+at+21.39.53.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><span style="font-family: Arial, Helvetica, sans-serif;"><img border="0" src="http://4.bp.blogspot.com/-6NaSdlI_Ky4/U-dAEeFMRpI/AAAAAAAAC-k/MMPf8ZqBzlI/s1600/Screenshot+2014-08-10+at+21.39.53.png" height="177" width="320" /></span></a><span style="color: #222222; font-family: Arial, Helvetica, sans-serif;"><span style="line-height: 18.01799964904785px;"><br /></span></span><span style="color: #222222; font-family: Arial, Helvetica, sans-serif;"><span style="line-height: 18.01799964904785px;"><br /></span></span><span style="color: #222222; font-family: Arial, Helvetica, sans-serif;"><span style="line-height: 18.01799964904785px;"><br /></span></span><span style="color: #222222; font-family: Arial, Helvetica, sans-serif;"><span style="line-height: 18.01799964904785px;"><br /></span></span><span style="color: #222222; font-family: Arial, Helvetica, sans-serif;"><span style="line-height: 18.01799964904785px;"><br /></span></span><span style="color: #222222; font-family: Arial, Helvetica, sans-serif;"><span style="line-height: 18.01799964904785px;"><br /></span></span><span style="font-family: Arial, Helvetica, sans-serif;"><br /></span><span style="color: #222222; font-family: Arial, Helvetica, sans-serif;"><span style="line-height: 18.01799964904785px;"><br /></span></span><a href="https://2.bp.blogspot.com/-pn6TPUXpIgo/U-c-7LiWM9I/AAAAAAAAC-Y/bfUk2hF29FQ/s1600/Screenshot+2014-08-10+at+21.43.50.png" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><span style="font-family: Arial, Helvetica, sans-serif;"><img border="0" src="http://2.bp.blogspot.com/-pn6TPUXpIgo/U-c-7LiWM9I/AAAAAAAAC-Y/bfUk2hF29FQ/s1600/Screenshot+2014-08-10+at+21.43.50.png" height="200" width="320" /></span></a><span style="font-family: Arial, Helvetica, sans-serif;"><span style="line-height: 1.3859999656677247;"><br /></span></span><span style="font-family: Arial, Helvetica, sans-serif;"><span style="line-height: 1.3859999656677247;"><br /></span></span><span style="font-family: Arial, Helvetica, sans-serif;"><span style="line-height: 1.3859999656677247;"><br /></span></span><span style="font-family: Arial, Helvetica, sans-serif;"><span style="line-height: 1.3859999656677247;">*Plus I did get people up and dancing in the very first session with Andrew Cowie (thanks to the assistance of Annemarie) video evidenced here: </span><span style="color: #222222; line-height: normal;"><span style="line-height: 18.01799964904785px;">http://youtu.be/JMUha6UiaKc which scored me this wonderful conference prize of a Samsung Galaxy Gear (great because I'm a Samsung S4 user & Android fan)</span></span></span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"><span style="color: #222222; line-height: normal;"><span style="line-height: 18.01799964904785px;"><br /></span></span></span><span style="background-color: #fefefe; color: #333333; font-weight: bold; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: Arial, Helvetica, sans-serif;">4. Who are 3 people that you connected with and what did you learn from them?</span></span><span style="font-family: Arial, Helvetica, sans-serif;"><span style="color: #333333;"><span style="white-space: pre-wrap;"><u>Amy McCauley</u> - Google Sites session: subscribing to changes & making a filter in Gmail in box to sort these</span></span></span><span style="font-family: Arial, Helvetica, sans-serif;"><span style="color: #333333;"><span style="white-space: pre-wrap;"><u>Andrew Cowie</u> - Ghostery.com an app to show what other sites are tracking your movements online</span></span></span><span style="font-family: Arial, Helvetica, sans-serif;"><span style="color: #333333;"><span style="white-space: pre-wrap;"><u>Reid Walker</u> - the joy of seeing a tweep having "aha" moments at Pam Hook's session for primary teachers on Solo Taxonmy</span></span></span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"><span style="color: #333333;"><span style="white-space: pre-wrap;"><br /></span></span></span><span style="background-color: #fefefe; color: #333333; font-weight: bold; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: Arial, Helvetica, sans-serif;">5. What session are you gutted that you missed?</span></span><span style="color: #333333; font-family: Arial, Helvetica, sans-serif;"><span style="background-color: #fefefe; white-space: pre-wrap;">Modern Learning Environments with Mark Osborne. </span></span></div>
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<span style="color: #333333; font-family: Arial, Helvetica, sans-serif;"><span style="background-color: #fefefe; white-space: pre-wrap;"><br /></span></span><span style="background-color: #fefefe; color: #333333; font-weight: bold; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: Arial, Helvetica, sans-serif;">6. Who is one person that you would like to have taken to Edchatnz and what key thing would they have learned? </span></span></div>
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<span style="color: #333333; font-family: Arial, Helvetica, sans-serif;"><span style="background-color: #fefefe; white-space: pre-wrap;">I would of loved it if <a href="https://twitter.com/TliKlaricich" target="_blank">Tana Klaricich</a> could of been there in person but I know she was following via our twitter updates. </span></span></div>
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<span style="color: #333333; font-family: Arial, Helvetica, sans-serif;"><span style="background-color: #fefefe; white-space: pre-wrap;"><br /></span></span><span style="color: #222222; font-family: Arial, Helvetica, sans-serif;"><span style="background-color: #fefefe; color: #333333; font-weight: bold; vertical-align: baseline; white-space: pre-wrap;">7. Is there a person you didn’t get to meet/chat with (F2F/online) that you wished you had? Why</span></span><span style="font-family: Arial, Helvetica, sans-serif;">I wanted to make a connection with Karla Hull from Ngatea School. I've been connecting with her a few times recently on twitter and she wasn't able to attend in the end. I like what I've read via twitter and the blogs coming out of Ngatea School on transforming learning spaces.</span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span><span style="color: #222222; font-family: Arial, Helvetica, sans-serif;"><span style="background-color: #fefefe; color: #333333; font-weight: bold; vertical-align: baseline; white-space: pre-wrap;">8. What is the next book you are going to read and why? </span></span><span style="color: #222222; font-family: Arial, Helvetica, sans-serif;"><span style="color: #333333; line-height: 1.3859999656677247;"><span style="background-color: #fefefe; white-space: pre-wrap;">Alan November "Who owns the learning?" suggested this week to me twice and it's under $20 on Book Depository </span></span><span style="color: #333333;"><span style="line-height: 18.01799964904785px; white-space: pre-wrap;">http://goo.gl/k7hDSj It is about students using technology to drive their learning.</span></span></span></div>
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<span style="color: #222222; font-family: Arial, Helvetica, sans-serif;"><span style="color: #333333;"><span style="line-height: 18.01799964904785px; white-space: pre-wrap;"><br /></span></span></span><span style="color: #222222; font-family: Arial, Helvetica, sans-serif;"><span style="background-color: #fefefe; color: #333333; font-weight: bold; vertical-align: baseline; white-space: pre-wrap;">9. What is one thing you plan to do to continue the Education Revolution you learnt about at #EdchatNZ?</span></span></div>
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<span style="color: #222222; font-family: Arial, Helvetica, sans-serif;"><span style="background-color: #fefefe; color: #333333; vertical-align: baseline; white-space: pre-wrap;">It's ok to be a lone nut, but having a mixed group of nuts is better - variety is the spice of life - seek out the nut in others to try something new.</span></span></div>
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<span style="color: #222222; font-family: Arial, Helvetica, sans-serif;"><span style="background-color: #fefefe; color: #333333; vertical-align: baseline; white-space: pre-wrap;"><br /></span></span><span style="background-color: #fefefe; color: #333333; font-weight: bold; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: Arial, Helvetica, sans-serif;">10. Will you take a risk and hand your students a blank canvas?</span></span><span style="color: #333333; font-family: Arial, Helvetica, sans-serif;"><span style="background-color: #fefefe; white-space: pre-wrap;">In my role as a DP our staff are my initial 'students' so giving out a blank canvas supported by 'paint by numbers' is more my style</span></span></div>
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<span style="color: #333333; font-family: Arial, Helvetica, sans-serif;"><span style="background-color: #fefefe; white-space: pre-wrap;"><br /></span></span><span style="color: #222222; font-family: Arial, Helvetica, sans-serif;"><span style="background-color: #fefefe; color: #333333; font-weight: bold; vertical-align: baseline; white-space: pre-wrap;">Who do will I tag with this meme: </span></span><span style="background-color: #fefefe; color: #333333; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: Arial, Helvetica, sans-serif;">Aimie Sibson <a href="https://twitter.com/Aimiesibson">https://twitter.com/Aimiesibson</a></span></span></div>
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<span style="background-color: #fefefe; color: #333333; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: Arial, Helvetica, sans-serif;">Anne Kenneally <a href="https://twitter.com/annekenn">https://twitter.com/annekenn</a></span></span></div>
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<span style="background-color: #fefefe; color: #333333; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: Arial, Helvetica, sans-serif;">Amy McCauley <a href="https://twitter.com/AmyMMcCauley">https://twitter.com/AmyMMcCauley</a></span></span></div>
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<span style="background-color: #fefefe; color: #333333; line-height: 1.3859999656677247; white-space: pre-wrap;"><span style="font-family: Arial, Helvetica, sans-serif;">Diana Wilkes <a href="https://twitter.com/DianaWilkes">https://twitter.com/DianaWilkes</a></span></span></div>
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<span style="background-color: #fefefe; vertical-align: baseline;"><span style="font-family: Arial, Helvetica, sans-serif;"><span style="color: #333333;"><span style="line-height: 22.17599868774414px; white-space: pre-wrap;">Michelle Simms <a href="https://twitter.com/MSimmsNZ">https://twitter.com/MSimmsNZ</a></span></span></span></span><span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small; line-height: 1.3859999656677247;"><br style="background-color: white; color: #222222; line-height: 18.479999542236328px;" /></span><span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small; line-height: 1.3859999656677247;">Gosh the formatting in this post jumped all over the place!</span></div>
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Firstly, I had to get my head in the right space to research what other school's were doing. It's great being able to send out a tweet to get the collective wisdom of my twitter PLN for some advice. I put out this tweet...<br />
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which linked me through to lots of interesting feedback and advice. I then had a skpye session with the lovely <a href="https://twitter.com/AnnaGerrit" target="_blank">Anna Gerrit</a> to see how she had set them up at her school. Our LwDT facilitator <a href="https://twitter.com/EstherC" target="_blank">Esther Casey</a> also provided some great support with her contact in other schools and what/how other schools had set up their iPADs when they weren't "apple" schools. My main priority was to ensure that I set up a system so that apps were legally purchased and deployed to each of the iPADS. Plus I discovered the importance of having similar naming conventions for each iPAD and details in the Apple ID set up across the school.<br />
Here are the steps that I have done (for better and worse) and how I'd do it differently for when/if we get more iPADs:<br />
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<li>Create a Google account for each iPAD so they have email within our school system. This was easy to do as I'm the administrator for our school. This way all the iPADs have a similar naming convention and password. The email then became the apple ID. I also set up the iPADs as a separate organisation within the administration panel.<div class="separator" style="clear: both; text-align: center;">
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<li>I set up a <a href="http://www.apple.com/nz/education/it/vpp/" target="_blank">VPP (Volume Purchasing Programme)</a> account through Apple Education so that I could bulk purchase apps for the team (purchases over 20+ reduces the cost of each app). This process took over a week to set up from the time you submit your details.</li>
<li>As we didn't have a MAC computer to use as a server to push out the apps through either Configurator or Profile Manager I decided that we would use <a href="https://meraki.cisco.com/" target="_blank">Meraki</a> as a MDM (Mobile Device Management) service. Setting up the Meraki account was quick and easy. The instructions to link the VPP account and Meraki was simple too with very clear instructions (including images!). <div class="separator" style="clear: both; text-align: center;">
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<li>I then set up the apple IDs using the Google email address that was created - unfortunately I had to change the password convention on my Google mail addresses to align with the Apple ID conventions of having 8 characters, a capital letter and a numeral, so this took a bit of time (plus I used my email address as the rescue email which meant that I had to log in to apple ID not only 26 times to activate those accounts, but a further 26 times to activate my address as the rescue email address). A long tedious process but simple enough. <i>See my next time advice - as I wouldn't do it this way next time.</i></li>
<li>In Meraki you "invite" each Apple ID/email/iPAD to receive apps pushed to it through the iTunes store. This is where I encountered a problem. The Meraki invites were really easy - but the set up of the iTunes billing information was problematic! It took several hours on the phone to apple support for them to activate each iTunes account as you can only have one credit card linked for every three accounts and while I had deleted the billing information each time, there were issues with from the iTunes store. This was really frustrating! I even shed a tear through the stress of trying to sort it all out, which is very unlike me! So hopefully this post can help others through this mistake - <i>see my next time advice.</i></li>
<li>Finally, once all the Meraki invites had been accepted through the iTune accounts I could allocate (in Meraki) which apps purchased in the VPP could be allocated to which iPAD. I had purchased some different apps for the learning assistants iPADs.<div class="separator" style="clear: both; text-align: center;">
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<li>I then gave the iPADs out to the staff who could then turn on the iPADs, put in their new Apple ID and then go to the iTunes store to the 'purchased' apps section and download the apps onto the physical iPAD.</li>
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<b><u><span style="color: #cc0000;"><i>Next time advice:</i></span></u></b></div>
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<li>When setting up the Google mail accounts use the same password conventions as Apple ID from the start - I had to go back in and change my gmail account passwords so that they aligned with the Apple IDs - time consuming but necessary. The password must contain a capital letter, numeral and be at least 8 characters.</li>
<li>Create the Apple IDs through purchasing a "free app" then you don't have to enter in billing information - this was the BIGGEST head ache for me! As unfortunately there was an Apple error that took 2 weeks for Apple to resolve in-order for the accounts associated with our email to accept the credit card - it was very frustrating and I was on the brink of deleting all accounts and creating the Apple IDs through the "free app" way - so please follow this recommendation, + it saves the $1 per activation on the credit card per account that could be used for purchasing an app instead!</li>
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Unknownnoreply@blogger.com5tag:blogger.com,1999:blog-6971909877000833712.post-44707416753528192392014-07-08T15:07:00.001+12:002014-08-01T10:58:42.234+12:00Our GAFE Launch >>>3, >>2, >1 - GOOGLE ! Wow! What a term it has been - one term down into our Google Apps for Education and it's really transformed learning opportunities for our students in the senior team. <br />
Part of our strategic roll out of learning with digital technologies saw us at the end of term 1 having a fantastic Chromebook and Google Apps for Education launching day in our senior school. The Board of Trustees and PTA generously have supplied each of our five senior classes with ten Chromebooks. All students have a GAFE account for their learning and teachers are using the Hapara teacher dashboard to manage and access student accounts.<br />
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The Chromebooks have been cleverly stored in lockable filing cabinets with dish racks as a cheap solution for security and storage. Each Chromebook has been set up to only accept school domain log ins and we have created a sticker as a deterrent for would-be thieves to alert them to this fact.<br />
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Some of the kids reflections from Room 19 using VoiceThread of our launch:<object height="360" width="480"><param name="movie" value="https://voicethread.com/book.swf?b=5645104"></param>
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I've had a few schools visit regarding how I went about deploying the Chromebooks and this has been some of the resources and steps I took:<br />
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GAFE parent letter: <a href="http://goo.gl/vnXjGB" style="color: #1155cc;" target="_blank">http://goo.gl/vnXjGB</a></div>
<span style="background-color: white; color: #222222; font-family: arial, sans-serif; font-size: 13px;">Google Kids launch presentation: </span><a href="http://goo.gl/AYQqt3" style="background-color: white; color: #1155cc; font-family: arial, sans-serif; font-size: 13px;" target="_blank">http://goo.gl/<wbr></wbr>AYQqt3</a><br />
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Google Parent's meeting presentation: <a href="http://goo.gl/NmWQRK" style="color: #1155cc;" target="_blank">http://goo.gl/<wbr></wbr>NmWQRK</a><br />
VLN discussion on CMC set up: http://goo.gl/wSQvZb<br />
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<span style="color: black; font-family: sans-serif; font-size: 12px;">Not used yet but link from +FionaGrant to investigate Synergyse launches free interactive training for the Google Apps Admin Console - See more at: http://blog.synergyse.com/2014/07/synergyse-launches-admin-console.html#sthash.JuY9F1Ez.jsN5mQ64.dpuf</span></div>
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No point getting Chromebooks without paying the extra Chrome Management console $39 (approx I think). You get whoever you are purchasing the Chromebooks through to get the licences for the CMC. Then when you initially log into the Chromebook you set the wifi settings first and then Ctrl + e to enrol the chromebook on your domain (with your domain login is fine).</div>
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<u>The process I took and timings for setting up 55 (initally) for the Chromebooks:</u></div>
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<li style="margin-left: 15px;">Got a parent helper to label all devices with the room and the date we got them. As each class had 10 we labelled them 19/1 through to 19/10 and then date was just 201404. She also labelled the corresponding box with the computer number (19/1-10) and these were on a Google Sheet. (This took about 2 hours)</li>
<li style="margin-left: 15px;">Then we plugged in a bar scanner and with the Google Sheet opened with the class Chromebook numbers opened (in order) was able to bar -code scan the outside of the box to get the serial number of each Chromebook off quickly. This took only 5-10 minutes - initially I had the parent helper tediously typing in the serial number but this ended up being the quickest and accurate.</li>
<li style="margin-left: 15px;">Our TTS guy then opened them up and connected them to our school wifi logged into the internet - we have all our school owned devices set to this separate WLAN so that the kids didn't need to authenticate each time they and enrolled each device. Not sure how long this took him but it was just on one of his scheduled fortnightly visits.</li>
<li style="margin-left: 15px;">The Chromebooks were boxed up ready for the kids to unwrap!</li>
<li style="margin-left: 15px;">I spent about 2 hours just going through the settings on the GAFE admin domain turning things on and off (as per list on VLN at your discretion). I also had a play around with a couple of the apps that I wanted the kids to be able to have deployed to the devices "typing club" was essential as we have such a long domain name to log in " @<a href="http://pakurangaheights.school.nz/" style="color: #1155cc;" target="_blank">pakurangaheights.school.nz</a>" so hoped that the kids might use this app in a self directed learning way.</li>
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<u>Setting up the GAFE logins/hapara:</u></div>
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Kiwi Schools did this process for us, however I was inpatient and pushed them along! I had spoken to Fiona Grant (Manaiakalani cluster) about what needed to be put onto the .csv file and got it prepared and sent off to Kiwi Schools who then uploaded it to Hapara - essentially you prepare 2 .csv files one with the teachers and room numbers and one with the kids information. Once it's uploaded in the correct format Hapara then add access to the teachers, who can then print out the class info with the kids log in and intial password.</div>
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Ms Driverhttp://www.blogger.com/profile/07117330226148531358noreply@blogger.com3