Seema's Reflective Blog Take II

Another Rolfe's Model Reflection: Step 1 (What):  Indigenous knowledge and cultural responsiveness are the building blocks of any successful teacher's classroom in NZ and internationally. As educators, we owe it to our students to recognise their uniqueness and integrate this into our classrooms to use it as a tool and not a hindrance.  Gay (2001) states that culturally responsive pedagogy uses “... cultural characteristics, experiences and perspectives as conduits for effective teaching” . He also discusses that c ulturally responsive pedagogy  can be split into five components: " knowledge about cultural diversity, the culturally integrated content in the curriculum, the development of the learning community, the ability to communicate with culturally diverse students and culturally responsive delivery of instruction" (Gay, 2001). Two areas I have chosen to analyse are:  School vision, mission and core values School wide activities Step 2: So what? ...

Reflection following Rolfe's model on contemporary trends in education (NZ and Globally) Trend: Impact of digital learning. Step 1: What? Dagget (2014) states: " Digital learning is a catalyst for college and career readiness. Today’s learners are digital natives—yet they come to school and power down their devices. As educators, we need to embrace the power of technology to make learning relevant for all students and adults. " My current school (that I started teaching at this year) is a BYOD/ digital/ collaborative/ open learning kind of a system. Going from a school that is "old-school" (to say the least) where two of twenty kids in a class may have access to personal devices (which are not phones) and no school wifi for students to access to a school where it is completely the opposite was a daunting challenge. I did not even know if I would sink or swim... This was my main reason for taking up this Mindlab course tbh ¯\_(ツ)_/¯   For me, it is import...

Personal reflection: (CartoonStock, 2018) Step 1  (Descriptive stage):   Looking at this topic, the first thing I did was panic because I felt 'hang on! I don't even use social networks in my classes! I am not supposed to!' Then I went back to the survey we had undertaken previously and looked at the readings and discovered that I am an idiot! Social online networking DOES NOT only mean Facebook, Instagram, Snapchat, etc. Hallelujah!  As such, I have used the following digital platforms in my classroom: Google Classrooms: For all teaching and learning sessions. All classroom activities. MHJC Online:  All teaching and learning plans are available online; all assessments etc are online. Blogger: Digitally collaborative writing activities Google Maps: Part of literature class: settings, history, etc. Pinterest: Idea search for creative activities, etc. Netflix: Videos/ Films for analysis, learning, etc. YouTube: Videos/ Films/ Music for a...

Step 1  (What) :   An ethical dilemma that I have faced in my practice, related to digital or online activity is plagiarism and intellectual-property violation. As Cranston, Ehrich & Kimber (2004) discuss the definition of  ethics  is so varied. Ethics is often defined as what it is not like "misconduct, corruption, fraud and other types of illegal behaviour" but is also "drawn on notions of integrity, honesty, Personal values and professional codes". All in all, "ethics is about relationships" and what people see as right and wrong/ the good and bad. A digital activity that I have incorporated into my classroom is the use of Blogger as a 'Response to Text". In this activity students were able to get on to an online Blog as Editors to the page so they could post, comment, discuss and collaborate on activities online. Being Editors to the Blog made it possible for the some students to get online and abuse this opportunity by using o...