DFI Revision: #9

He Wānanga Matatau Matihiko (DFI: Digital Fluency Intensive) 

Ubiquitous; A3 Anytime, Anywhere, Any pace. From Anyone It is about genuinely putting the learner at the center of teaching. Ako: is bending over backward to help them access & flourish in their area/s of learning. A3 became Distance Learning: The ability to learn when the teacher is not in front of you. Rewindable learning-if it's worth teaching it's worth capturing to make it more accessible to all learners at their pace. A huge key to making ubiquitous learning. Supported teachers to increase fluency in video, screen, audio capture tools so rewindable learning becomes easier & easier. When reflecting on kaupapa/pedagogy in light of the year- thinking about my own readiness to support ubiquitous learning. What have I taken forward? There are simply too many things to list here. I’ll just hit on two. 

1. I've learned and understood Manakalani goals, Goal 1: Our teachers are supported to acquire fluency using the basic tools our young people use for learning Goal 2: Our teachers are supported to acquire fluency using the basic tools required for effective teaching, planning, assessment, and professional learning Goal 3: Our teachers are supported to understand how digital technologies used effectively can have a significant impact on accelerating achievement outcomes Goal 4: Our teachers are supported to understand how the Manaiakalani pedagogy and kaupapa has been co-constructed over more than a decade to maximize the impact of effective teaching and learning in a digital learning environment. 

2. I've learned what an altruistic kaupapa Manaiakalani is  

There were various strategies and tools & techniques to learn in such a short time. If you really want to learn something, teach it to someone else, and if you really want to learn something you have to work at it every day. Stay focused on a core of information; repeat…repeat…and repeat until you “own” that block of information; the more you try to learn at first, the less you’ll know. Once you have an “anchor” or core of information, build another block…and another 

What I learned allows me to have better knowledge that empowers me to better support my own learning and teaching especially when I face challenges. I feel more supported in good times and bad and laugh more than before at my learning attempts. Many thanks to all the wonderful people in the DFI team for their unswerving support, encouragement, and sharing your knowledge with us all. Tēnei te mihi ki a koutou katoa

DFI#8 Computational Thinking

 He Wānanga Matatau Matihiko (DFI: Digital Fluency Intensive)

Still learning alongside students, it's amazing how fast they pick up new learning, techniques. This week students started using Google Keep for notetaking, their timetables thus saving a lot of trees as they would consistently lose the printed ones. Fairly happy with my blog now, looks better, have resized images, and embedded more of my learning.

Te whakaaro rorohiko-computational thinking.

There are 4 goals for DFI.  One is empowerment. Looked at Manaiakalani.blogspot.com. 37 cohorts ago it was started as a way to empower teachers & learners. Learned the history of how it emerged from Tamaki. Empowerment is "Advancing Rangatiratanga". May not apply to some but some have lived & breathed this-not having control over their lives or to change their circumstances. The word Agency-was a negative thing for many whānau i.e: Oranga Tamariki, CYPS. Changed the word to Empowered. Empowered all by allowing all to have access to digital tools, devices. Given examples of what disempowers -financial choice, housing/location, disposal of rubbish, shopping, access to health, education. oral language, stability. Watched "What Next" about the working poor.

Manakalani: The principles of Equity and Access are the same as the principles of the Treaty of Waitangi-Partnership, Participation, Protection; Giving people control over their lives and circumstances. Giving Equity and Access. Finally, understand the word ubiquitous!! 

I enjoy the talks given by Dorothy although it's a lot of head knowledge it is also good for the heart. Warm Fuzzies from learning how Manakalani empowers ALL students and their whānau

KERRY-computational thinking

Whakaaro Rorohiko: Digital fluency-when & why to use digital technologies. Feel confident, making the most of their time online. navigating, finding resources, sharing their stories

Tangata me te Rorohiko: Digital technologies;

Computational thinking is a set of problem-solving methods that involve expressing problems and their solutions in ways that a computer could execute. Breaking something down, pattern recognition, abstraction, and algorithm design

Kia Takatū ā-Matihiko-some good resources on there.

DFI Deep Dive - Future of Tech. AI, automation, and the impact of technology on our students. Its a

rapidly changing world develop new technologies, displacing old ones, and creating new opportunities.

Our students need to be empowered by having digital fluency and computational thinking skills so they

are not disadvantaged By raising whanau capacity-whanau are empowered.

Breakthrough technologies 2019 & 2020 and where the future is headed. Students are tech experts and

know more than any previous generation. By 2030 85% of the jobs that will exist haven't been created

yet.

Vicki-exam- OMG not feeling confident, will need to review, revise everything. Thanks for all the info. How many times can you re-sit?? Have the Skill Checklist to go through for the next few days until the test.

Explore Coding / Tuhi Waehere-Thanks for the opportunity to give coding a go.

Had a go at Minecraft and Lightbot. I didn't do too bad, normally I set this up, and whilst students are on this, I'm busy organizing another lesson, marking, or something teacher like. 

Need to try mihimaker again as I didn't get to finish. I want to take a screenshot to post

DFI #7 Devices

He Wānanga Matatau Matihiko (DFI: Digital Fluency Intensive)

Toku reo toku ohooho, toku reo, toku mapihi maurea
 My language is my awakening, my language is the window to my soul
 It sets my day up well starting with karakia, its a sense of meaning and connection to everyone. It helps me to get into the right mindset and settle down. He mihi tēnei ki te kaikarakia.
Worked on a Chromebook, initially, students gave me a crash course on it before this session. They thought I was having them on but it soon became apparent they were the experts and they turned into hard taskmasters. Role reversals experiencing what it is like for students working on Chromebooks and IPads.By the time this session started, I was more confident in my new skills on a Chromebook and keen to build on from this, learned some keyboard shortcuts.
CYBER SMART

The origin of this word comes from Australia. Learning outcomes can be the same but how you deliver it to students differs according to abilities.

Engage and empower students to be active confident participants in the digital world. ubiquitous-anywhere, anytime, anyplace, anyone

Make digital citizenship about the do's not the dont's. Teach kids what it means to be good cyber friends Can practice the do's and the digital competencies.

Deliberate teaching for:

Te tū atamai ngā ākonga-Smart Learners become cyber smart, 

Te tū atamai ngā tapuwae-Smart Footprints-create a positive digital footprint using blogs as a safe manageable and authentic way

Te tū atamai ngā whakapiringa-Smart relationships, be respectful, be kind online, write quality blogs, seeking help

Te tū atamai ngā whānau-Smart whānau:supporting family and whanau in partnership with the community. How do they connect with their child's learning?

Purposeful, designed lessons to be delivered. Teachers to be confident with the language. It takes practice to become confident in modeling & using cyber language. Look for opportunities for students to be cyber smart.  We want our students to be better equipped to understand and manage key online safety issues, create safe spaces for themselves and others, to have respectful online behavior, and know when and how to seek help.

There are lots of  cybersmart resources available to us on the Manaiakalani site to help us "prepare and empower our learners to manage in an online world

 

DFI #6 Enabling Access- Sites

He Wānanga Matatau Matihiko (DFI: Digital Fluency Intensive)

Spent just over a period getting students to tidy up their emails. Congratulations goes to a year 11 student for having over 2000 emails! He now has GMail under control with a more organized and functional system. We also personalized our background theme,  added 4 labels (including color) for keeping incoming emails on track.

Enabling Access- Sites

As educators, our goal is to teach students, not just by transferring knowledge to them, but by creating meaningful learning experiences that support their knowledge and skill development. Spent time looking at a variety of learning sites. There is one thing to keep in mind when evaluating: it’s not just about how the websites look. The functionality matters too. I really appreciate having the opportunity to view other examples of inspiration. There are some great examples of how to take a simple website layout and make it look polished and professional without having to create something entirely from scratch. I have been able to take lots of ideas from these and to think about what I want and don't want our site to look like. One thing I have become aware of is that since our Lockdown days our site has become a little impersonal so my goals for today is to have:

more input/ownership from students,

Kia iti ngā kuputoro -limit the links-reduce the steps needed for the class to navigate.

to evaluate our site based on Visual Appeal (Shop Window) and Site Functionality (Easy to find stuff), provide more course information, 

create a community for the class.

dropdowns of the weeks to fall from recent to oldest.

To make a connection both parties need to SHARE.

DFI#5 Collaborate-Sites

He Wānanga Matatau Matihiko (DFI: Digital Fluency Intensive)

                                                       DFI#5 Collaborate-Sites

Visible teaching and learning-Dorothy

                          He kokonga whare e kitea, he kokonga ngākau e kore e kitea.

                  The corners of a house are visible; the corners of the heart are invisible.

From the original 4 goals developed in 2006- Ubiquitous, Visible, Empowered, Connected. This session focused on supporting visible teaching and learning through building collaborative, multimodal Google Sites.

Visible learning should be accessible, available, and in advance so there shouldn't be any surprises. The intention is to embrace the power of technology to make all teaching and learning visible for all. Only some elements of teacher learning need to be private-i.e health, teachers appraisal

Hidden learning and agenda, whilst some students may have the ability to navigate the teacher's mind and know what the teacher wants (cultural capital) and experience educational success. A number of students don't, Evidence suggests that the cultural capital passed on through families help children do better in school.

In their 2009 book Culture, Class, Distinction Bennet et al, describe this system of privilege:

"This is the reproduction circuit associated with schooling and formal education. Those parents equipped with cultural capital are able to drill their children in the cultural forms that predispose them to perform well in the educational system through their ability to handle “abstract” and “formal” categories. These children are able to turn their cultural capital into credentials, which can then be used to acquire advantaged positions themselves.’

Visible Learning and teaching make it equitable for all Hapara is the teachers visible one link, specifically designed for Manakalani schools

Kerry-Multi Modal

Enhance teaching and learning key words-engaging students into the screen and hooking them onto learning, empower students to be confident in navigating their site -the purpose is all about delivering communication from one person to another-take into account when designing a learning site. 

Different people have different modes of communication. designing a class site that is inclusive-caters for all, differentiates, caters for different learning styles, pace, and time-rewindable aspect to it. 

The concept of multimodal-engagement with learning, personalized to the learning, acceleration of learning, pedagogical based, empowering the student to give them the confidence to access learning, setting them up for life long journey

HOOK: Some students become disengaged from learning or the process of learning. Hook students in and captivate as there are so many other things that can distract them- films, games, social media with friends, online shopping. Make learners excited about their learning

Have to sell the love of learning-Mary queen of shops. 

Multimodal learning is teaching concepts using multiple modes. 

Modes are channels of information or anything that communicates meaning in some way, including

• Pictures  Illustrations   Audio    Speech     Writing and print
• Music   Movement     Gestures     Facial expressions   Colors

Digital multimodal texts include film, animation, slide shows, e-posters, digital stories, podcasts, and we​​b pages that may include hyperlinks to external pronunciation guides or translations.

Multi text Database-not all text are equal.

Hapara Dashboard
Students need to regularly file their work-open their drives & drop their work into the correct folders. Needs to be a regular weekly thing, don't ever ask students to make folders as it will never show on Hapara.

Introduction to creating a site
I need to design a new class site that stands on its own, engaging, multimodal design for behavioral engagement and multi-textural for cognitive engagement., designed to give students choice. I will re-look at the examples provides as I plan for this.

Create a multi modal site
Fairly happy with this- started gathering the resources prior to today. Although I worked on a site that wasn't age-appropriate for my class, I felt I could achieve the objective without too much stress and once I was fairly comfortable with the process, I could attempt this again at the appropriate age level. Maybe that was my way of scaffolding the learning for me?

DFI#3 Media

 

He Wānanga Matatau Matihiko (DFI: Digital Fluency Intensive)

                                                       DFI#3 Media

                 Ehara taku toa i te toa takitahi, engari kē he toa takitini 

My success should not be bestowed onto me alone, it was not individual success but the success of a collective

Create-Hanga: Really liked the kōrero from the principal of Hornby High. Creativity takes risks. Schools have to be risk-takers to open the doors of creativity. The images are a great way to show this. 

Google Draw-Tānga Kūkara: Currently working with students to create drawings, showed examples, just giving bite-sized pieces of information and I am conscious of not dragging this learning out. Have learned this from being on this course, for new learning not to be overwhelming, being supported, having patience, allowing mistakes, and not be taxing. Eventually, students will get to creating charts and diagrams. He waka eke noa. We are all in this together,

Google Slides-Ata Kūkara: This is something I have had fun with during the lockdown, I tried making my teaching slides more creative, engaging, and fun as a way to connect to my students and to help motivate them. I will add some slides soon. This is one tool we often use as a class. 

Youtube-- Tiriata, 

Chanel

Playlist

I have a long list of tools I need to continue to explore, that keep me up really late as I attempt to improve and become more proficient at.