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Towards a definition of Digital Literacy

As technologies continue to develop, school and school systems become repositories of outdated terminology which, arguably, reflect how slow to respond to change and changing environments they are. The term literacy has evolved from a straightforward "capacity to read and write" to mean "competence or knowledge in a specific area", revealing in its evolution school's struggle to let go old principles. As a consequence of the shift in scholarly happening (as life moves away from paper-based into screen-based communication), terms such as literacy and fluency have seen a number of reinventions and redefinitions. It is beyond doubt that our lives are becoming increasingly permeated by technologies. Think, for example, of the Internet of Things, or Smart TVs or our portable mini-computers (which we still call mobile phones even when nobody actually uses them to talk!). This revolution in social practices has made necessary to define a term that can represent
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Open to Learning

Most people would say that educational leadership is about building relationships. However, Professor Viviane Robinson argues that "a lot of instructional leadership get stuck in the inability" to have conversations about the quality of teaching. Therefore, the real challenge is to integrate building relationships and 'doing the work’. Building these working relationships is not a question of building personal relationships and then “banking” on that relationship to have conversations about work. Staff trust their leadership on the basis of their observation of the leader's ability to do their work and treat people, on the leader's competence and their way of tackling people not being so. “The Open-to-learning™ Leadership approach [is based around teaching] how to build trust in teams and with individuals, while tackling the tough issues associated with the work of school and teacher performance and improvement” (UACEL, 2018). This approach is based on the

Defining Success

The Leadership Statement for International Education (2011) states that “As well as strengthening our education system, international education is expected to contribute to our goals for research, innovation, trade and tourism. International education also encourages the immigration of highly skilled people, and helps to grow links with our major trading partners in Asia, Europe and the Pacific”. However, in practice, international fee-paying students are increasingly seen by secondary schools in New Zealand as a way to balance out their accounts. Data show that these students are particularly attracted to high decile school (MoE, n.d.), helping to widen the divide between the schools which have to “feed children breakfast and those which boast world-class sporting and performing arts facilities” (Jones & Singh, 2015). We could use this data to discuss equality in access to quality education (and we should), but I would like to use this information today to discuss cultura

Bicultural Challenges for Educational Professionals in Aotearoa

By  Ted Glynn Summary In this article Glynn analises the funding document of New Zealand (The Treaty of Waitangi), which many non-Maori regard as an expression of principles, but Maori consider a charter for power sharing and self-determination, as well as a guide for the intercultural relations of Aotearoa.  The most critical articles for those in education is the Article II (Rangatiratanga), since included amongst the treasures are all things related to pedagogy (curriculum development, teaching methods, assessment, research, etc). However, in spite of all the promises, for Maori, participation in mainstream education come at a cost of their language and identity, since Maori aspirations, approaches and perspectives do not come to the forefront of NZ education. Kaupapa Maori is a proactive and reactive initiative concerned with respond to to the domination by majority, so common in imperial cultural models of domination.  Assuming that as New Zealanders, Maori and no-Maori ha

Heutagogy: A Holistic Framework for Creating Twenty-First-Century Self-determined Learners

By Lisa Marie Blaschke and Steward Hase Summary Heutagogy is a form of self-determined learning and is a holistic learner centred approach to learning and teaching. It is a theory that has been adopted mainly in e-learning environments and has developing capability, self-reflection and metacognition at its core. In the heutagogial model, self-determined students lead themselves through transformational experiences, becoming good communicators and problem-solvers of real-life scenarios. It was developed as an extension of andragogy and taps into the recent advances in neuroscience. A number of ideas, such as reflective practice; double loop learning; self-efficacy; self-determination and capability have supported the advent of heutagogy. Although some earlier experiments in this area (Steiner and Montessori) have been generally ignored, globalization and complexity are changing the way individuals and institutions interact and obtain information. In this complex environment, cura

THE FUTURES of LEARNING : What kind of pedagogies for the 21st century?

Author/source:  Cynthia Luna Scott   URL: http://unesdoc.unesco.org/images/0024/002431/243126e.pdf   Date published:  01/12/2015 Summary 21st century pedagogy should be based on three principles: personalisation, participation and productivity, where learners are no longer considered spectators, but active participants who collaborate in the creation of new ideas and knowledge. This peer interaction promotes the emergence of a model of “transfer”, where individuals need to apply new knowledge, skills and competencies in different situations (facilitating the acquisition of metacognitive abilities). Pedagogy 2.0 sees a redefinition of the roles of both teachers and learners, co-collaborating in the production of course content. Personalised learning allows students to explore areas of personal interest, whilst a context of Problem-Solving based learning promotes building knowledge and skills in the process. This facilitates a shift from “transmission” to “transfer”,

Changes in practice

If, as Osterman and Kottkamp (1993) explain ¨learning is most effective, more likely to lead to behavioural change, when it beginnings with experience¨, the last 32 weeks must have been the most effective learning I had in years! Situated cognition argues that learning is a social, active, collaborative and in a relevant context. The MindLab offered me the opportunity to do exactly that: involve myself in “hands on” projects, surrounded by likeminded education professionals persuing similar goals. However, although the experience was the starting point of my learning process, it was the required reflection on my practice and context what validated it. Koib (as cited by Osterman & Kottkamp, 1993) argues that the experiential learning cycle involves 4 stages: experience; observation and analysis; reconceptualisation and experimentation, focused not on knowledge acquisition, but in behavioural change (and improvements to performance). The last 32 week have kickstarted both an ex