Research Using Own Context For Transforming Practices and Innovation in Schools

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Research < > Teachers < > Digital Technologies =

Transformation / Innovation

Retrieved from: https://pixabay.com/en/computer-school-work-business-216890/

Retrieved from: https://pixabay.com/en/computer-school-work-business-216890/

As I stumble through my case study, one thought is becoming very clear to me – research is needed in order to effect change.  The latest technologies being used in schools and promoted to schools is robotics for coding, robotics for STEM.  Schools are purchasing but what research has been done by the individual schools as to how these technologies are purposeful for learning? Where they fit in the learning for the students?  Is it any wonder that  teachers have the attitude, here we go, another thing to fit into our day?

Before putting these devices in schools it’s important to understand that teachers are the faces of implementing these tools into the classrooms and students’ learning .  By having the newest technologies in a school does not necessarily make that school innovative.  Innovation is the product of trying to improve something and the cycle of innovation never stops.  Innovation then is also the product of using some sort of design thinking process.  If we do not include teachers and students in the implementation through firstly, supporting teachers through professional development of these learning technologies and connecting them to others who have had success in using these technologies then transformative practices in education will not be achieved.

After reading The Connected Educator: Learning and Leading in a Digital Age by Sheryl Nussbaum-Beach and Lani Ritter-Hall, I was particularly impressed on their take of transforming professional development. “{Their} model shifts the locus of control to you, the connected learner, rather than vesting it in outsiders, higher-ups, and professional development consultants who may have good content but lack your school context” (p.5).  The idea of transforming learning through the recognition of teachers as learners who need to be effective in their own context first before they will feel confident to move beyond the school gate really resonated with me.  However, it is important to also highlight their efforts to put the responsibility of this learning with teachers as well.

This brings me back to the idea for the need for research using the local context.  While research studies from other spaces, contexts and academics are useful for gathering evidence and support for changing practices, there also needs to be some element of research carried out at the local context to find authentic learning needs of all learners within an educational community.  If firstly teachers, then students, do not see or understand the learning purpose of digital technologies then taking learning beyond the school gate and effective transformation (innovation) will be nothing but ‘just another thing to fit’ into an already overcrowded timetable.

Education is not broken (Zoul, Whittaker & Casas, 2015).  Teachers are still teaching and trying to avail themselves of the tools that are needed for learning and for their students’ futures.  Students are still learning. Education is however, experiencing a moment of disconnect and as the teachers have their own learning needs, they need to understand and to know the purpose behind these digital technologies.  In order to transform, their needs to be research not into the device but rather into how can teacher pedagogy include the device as part of the delivery of learning?  How can participatory learning and citizenship move beyond the gates of the school towards a more global education?

Jackie Gerstein suggests a model for teacher professional development which also places the teacher as learner and suggests that effective PD is only effective when the teachers are active and responsible for their own professional development rather than having their learning imposed.  It makes so much sense that teachers’ own learning should be their responsibility just as we try to promote active, inquiry-based learning for our own students.  When the teacher becomes the learner they model the experience of learning.  They are challenged by the same experiences as a learner and they learn empathy for their students.  When the teacher becomes a connected educator they model the experiences of being a connected citizen committed to learning.  They are challenged by the same experiences as their students when the expectation is to connect and empathy is gained.

The transformation does not happen only with the teacher, or only with the research or only by having the technologies.  The transformation occurs when all three connect.  The transformation and eventually innovation happens when the three connect to create an innovative vision of pedagogy (practice). George Couros recently shared a diagram drawn by his brother, Alex, that shows the teacher at the centre which also inspired my thinking for my case study. It is definitely in the knowledge consumption but also the knowledge creation AND sharing that will transform education for our students’ futures.

The having the digital technologies is part of the steps of how we need to achieve the vision.  The having the teachers is part of the steps of achieving the vision. The having the research to support teachers in their own local context using the digital technologies is how connected education can truly transpire! THEN our local story becomes a global story as teachers become upskilled, research becomes more than observations and talk and digital technologies become the learning tools they are intended to be. We need to reflect inward, knowing what the research says ‘out there’, reflect on our own local context, develop our vision and then design the steps needed to achieve it.

REFERENCES:

Couros, G.  (Sept. 15, 2016) The Arrows Go Back and Forth [Blog post] Retrieved from:  http://georgecouros.ca/blog/archives/6684

Gerstein, J. A Model for Teacher Development: Precursors to Change Retrieved from: https://usergeneratededucation.wordpress.com/2016/08/06/a-model-for-teacher-development-precursors-to-change/

Nussbaum-Beach, S., & Ritter, H. L. (2011). Classroom Strategies : The Connected Educator : Learning and Leading in a Digital Age (1). Bloomington, US: Solution Tree Press. Retrieved from http://www.ebrary.com.ezproxy.csu.edu.au

Zoul, J., Whittaker, T. & Casas, J. (2015). What Connected Educators Do Differently. : Taylor and Francis. Retrieved from http://www.ebrary.com.ezproxy.csu.edu.au

 


Digital Futures – Participatory, Communities of Practice and Peeragogy

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Created by MCook using Canva. Image used retrieved from: https://pixabay.com/en/teachers-meeting-books-reading-23820/

Created by MCook using Canva. Image used retrieved from: https://pixabay.com/en/teachers-meeting-books-reading-23820/

To write about digital futures may seem tiresome to some as digital technologies have been researched, discussed, innovated and will continue to change.  The fact is the digital is here but it is the futures that seems to continue the discussion and put the action of utilising these technologies to their fullest potential on hold.  The future is unknown in the field of digital technologies and this is one of the biggest challenges faced by educators as we attempt to prepare students for their future, their work, their chance to be successful, active citizens.

All we can do is look at what we know for now and transform education by embracing the fact that digital technologies are here to stay and that it’s no longer about the device and how it works (Selwyn, 2010).  Now, we need to prepare ourselves and our students for how to become participatory through our interactions, collaborations, creation and connection and forget about online as other worldly but as a means to realising that learning is lifelong because of the phenomenal changes that occur with each new technology that comes to light. We are all learners.  One thing that students have always looked for throughout history is the modelling that their teachers provide – walking the talk so to say.  So, if educators are not modelling concepts of participatory learning and lifelong learning, how can they sell these ideas to their students. If educators are not connecting and becoming models of what connectedness, what being effective in collaborating looks like and participatory citizenship, then in actual fact they may be causing a disconnect from learning in the school environment.  Educators need to be connected (Nussbaum-Beach & Ritter, 2011).

Participatory learning then is not just about connecting to the Internet but rather being able to collaborate with a number of people via virtual communities (so yes, there are sometimes strangers) to share knowledge and talents to support each other in the activity of learning(Davidson & Goldberg, 2009). It is a give and take learning where there is an exchange of ideas that is no longer limited by geographical location and information can be accessed from experts in their particular field.  Participatory learning is about the exchange or the process of learning from others to build knowledge to deepen understanding.  It is not just about the interaction, it is developing a connection with a network of people who are also willing to comment, plan, co-create, remix, share.

It is only through participatory learning and networking through establishing PLN’s that individuals of all ages can continue to build and grow knowledge.  Howard Rheingold suggests that educators need to build a peeragogy  whereby they connect and network with their peers and then as they become more connected and realise the possibilities of developing their own Professional Learning Network (PLN) then they can guide their students to do the same.  The teacher is no longer seen as the authority on everything as has been the education system of the 19th and 20th Centuries but rather the power for learning and of learning is put back where it needs to be – in the minds and the fingertips of the students.

The concept that seems to be the glue of all of these ideals though is collaboration.  Nussbaum and Ritter (2011) suggest that there is some confusion between the terms cooperation and collaboration for educators. Cooperation is where the individuals of the group each carry out an individual task to complete a group task.  There is no reliance on any one person to complete the task and if somebody has not contributed to the group’s effort, it makes no difference. Collaboration is where each person shares their particular talents, skills to make a significant difference to the final outcome and there is a reliance on every member to contribute.

This distinction has raised these question for me:  Am I setting purposeful, authentic tasks that encourage students to acquaint themselves with the skills and talents of their peers? Am I providing students with the skills and abilities to connect with experts that have the skills and talents that they may be missing in their group efforts?

Am I as connected as I need to be?  No, but it is something I am definitely striving towards.  Using the different phases outlined by Corneli, Danoff, Pierce et al. (2016), I feel that I am at Phase 4 – Building and shaping my PLN and the one thing I am learning is that it takes patience and time.  I also need to remind myself that so too does transforming my little piece of the education pie.

 

REFERENCES:

Corneli, J., Danoff, C. J., Pierce, C., Ricuarte, P., and Snow MacDonald, L., eds. (2016). The Peeragogy Handbook. 3rd ed. Chicago, IL./Somerville, MA.: PubDomEd/Pierce Press. Retrieved from http://peeragogy.org

Davidson, C. N., & Goldberg, D. T. (2009). The future of learning institutions in a digital age. The MIT Press

Nussbaum-Beach, S., & Ritter, H. L. (2011). Classroom Strategies : The Connected Educator : Learning and Leading in a Digital Age (1). Bloomington, US: Solution Tree Press.

Selwyn, N. (2010). Looking beyond learning: notes towards the critical study of educational technology. Journal of Computer Assisted Learning, 26(1), 65–73. DOI: 10.1111/j.1365-2729.2009.00338.x

 

 


#INF530 In A Nutshell

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Walnuts by Pauline Mak, on Flickr
Creative Commons Creative Commons Attribution 2.0 Generic License   by  Pauline Mak 
In  the first post I wrote in this blog I referred to Douglas Thomas’ “A New Culture of Learning” and how he could identify four components of learning:
1. passion;
2. imagination;
3. constraint
4.  play.
These words really provide an ‘in a nutshell’ way of thinking.  I have found the learning in INF530 challenging and at times I was quite anxious about my own ability to keep up and contribute as I have connected with an exceptional cohort of partners in learning.  As I reflect what I have learnt over this first session I find that again I can fit my learning into these four components.
1.  Passion
I have rediscovered my passion for my role as teacher librarian and am now able to advocate for our school library environments when they say things like, “But aren’t you worried that you’ve taught yourself out of the classroom?  Libraries might not be needed when we have the Internet” and of course, “You’re so lucky!  I’d love to just read books and show kids how to find information.”  This is why I chose to finish with my digital essay, “Why Do We Need School Libraries?  We have technology” I have found my passion for my role as teacher librarian to be more relevant than ever.  I see my students at all different stages of abilities in their digital literacy and digital citizenship development. The idea of the just-in-time learner really challenged me as I thought it was just a phrase being thrown around as almost an  Navigating Web 2.0 is something that our students need us to guide them before we let them go on alone.  Then eventually the lightbulb lit up and I realised I am a ‘just-in-time’ learner as much as I am a  lifelong learner.  My passion is not learning content but learning how to learn not just teaching it but refining my own skills so that I can ‘walk the talk.’
2.  Imagination
My imagination is the what are the possibilities I can dream from here?  I have had my eyes opened wide to the possibilities of integrating even more technologies within the environment.  Knowing there is video conferencing capabilities in the school that I have never seen utilised.  Knowing that there is a 3-D printer that could be used by students to create some amazing products of their learning.
I am passionate about reimagining and designing our library to be both a formal setting for learning and an informal space for collaboration and networking.  Conole (2012) discusses the affordances of Web 2.0  as “fostering collaboration and for co-construction and sharing of knowledge but raise a number of issues of copyright and privacy” (p.56).  I am passionate about this idea of collaboration as I realise that learning is dialogue, it is building upon each other’s understandings, it is a collective activity and therefore it requires collaboration and participation to keep the dialogue going (Ravenscroft, Wegerif & Hartley, 2007).  On the other hand though it is important that we assist our students in understanding that there are ethical ways of using information and  develop a healthy skepticism about expertise (Walters, 2015).
Bring on the revolution indeed.  I imagine an education system that embraces differences, in opinion and ways of learning, that will create a global culture of understanding with many voices.  Perhaps it isn’t just the problem-solving, critical thinking skills but also empathy and tolerance that can grow by immersing ourselves and our students in the globalised network of learning.
3.  Constraint  
Oh, how this idea can have so many meanings.  Firstly, it can relate to the idea of not having time, budgets, devices, professional development.  Some consider these barriers but I continue to question, can we keep allowing ourselves the time not to adopt? not to spend? not to train?  Why are we continuing to put constraints on our students learning?
Digital technologies allow learning to happen anywhere, anytime and perhaps it is time we embrace IT  rather than trying to constrain what is expected by us – connectivity and the ability to participate (Conole, 2012).
4.  Play
This idea of play was complemented by my learning in INF541 Game-based Learning.  I had never thought deeply of games or participating with Web 2.0 as an extension of our own creativity.  Routledge (2009), stated “Games are not a replacement for teachers but they should enhance the teaching experience” (p.280).  What if we replaced the word games in this quote for Web 2.0 ?  Web 3.0?    One way I have ‘played’ this session is by starting to participate in Twitter and it has now become my preferred social media as it is access to experts of many fields, anytime, anywhere.  It has become my Professional & Personal) Learning Network.  I then thought and know that after this experience of learning and being the student, I have appreciated the opportunity to play.  I no longer see myself as a “lesser” because I am the student, I now recognise that even my teachers (lecturers) are learners too.
So, in a nutshell – it can’t be the end of this first session, I feel like I have just gotten started!
References:
Conole, G. (2012). Open, social and participatory media. In G. Conole (Ed.), Designing for learning in an open world. New York: Springer.
Ravenscroft, A., Wegerif, R., & Hartley, R. (2007). Reclaiming thinking: Dialectic, dialogic and learning in the digital age. Learning Through Digital Technologies, 11(5), 39-57.
Routledge, H. (2009). Games-based learning in the classroom and how it can work!. In T. Connolly, M. Stansfield, & L. Boyle (Eds.) Games-Based Learning Advancements for Multi-Sensory Human Computer Interfaces: Techniques and Effective Practices (pp. 274-286). Hershey, PA: . doi:10.4018/978-1-60566-360-9.ch016
Walters, M. (2015, April 25). Says who? [Blog Post] Retrieved from:  http://thinkspace.csu.edu.au/fromheretothere/2015/04/25/says-who/

Teaching Forward In a Roundabout Way

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Altmann, G. (2012) "Traffic Sign"  Retrieved from: http://pixabay.com/en/traffic-sign-road-sign-shield-108779/

Altmann, G. (2012) “Traffic Sign” Retrieved from: http://pixabay.com/en/traffic-sign-road-sign-shield-108779/

 

An awareness exists in our schools that pedagogical change is necessary as digital technologies continue to pervade every aspect of our students lives.  The educational arena is in a state of transition, there is a shift and it is “not optional” (Richardson, 2012). Practices with digital technologies are still inconsistent, some teachers are open to the possibilities, some teachers are still cautious of the possibilities and some are rarely using technologies.

Within the educational system I work, provision has been made for all students and staff to access Google accounts providing opportunity for collaborative and creative practices.  It is all happening in a roundabout way but it is beginning to happen. One of the challenges is access to Professional Development is mainly given to those in leadership positions. Teachers who are not in leadership have played to learn and there are ‘gaps’ in their learning. There are still those teachers who haven’t had the opportunity for PD or choose not to participate in the opportunities offered because it is yet another chunk of time.

As a teacher librarian in a large primary school I interact with 550 students across the school for a 50 – 60 minute lesson once a week.  There is no time for collaboration between teachers and myself, unless I catch teachers on the run throughout the day.  We still need to overcome the challenge that learning happens only in classrooms.  Some teachers still prefer to work in the context of their grade and not recognise a whole team of teachers within the school and beyond (Richardson, 2012).

Retrieved from: https://www.youtube.com/watch?v=9ekcWQxgk3k

The challenge is bringing value to what is presented to the students in our community.  How do we take advantage of the ‘abundance’ of opportunities that are available to us as educators and to our students, to make our students learning authentic in this digital age?  He also makes the point that it is the immeasurable that we should be putting our attention to – problem solving, creativity, critical thinking.  We need to see our students not as “tool users” but rather collaborators, problem- solvers, critical thinkers (Haste, 2009).

Another of the challenges in this inconsistency in adopting the technologies available is that students are not acquiring the social practices and values needed to be participatory digital citizens.  While teachers see the need for developing good digital citizenship practices they tend to only understand it as cyberbullying and netiquette issues.

The following clip below has challenged my thinking  and is motivating my practice as I participate in the learning of this course.  My aim this year is to expand my knowledge and practice in the use of digital technologies.  I am taking more risks and partnering my learning with our students and throwing the need to be ‘expert’ to the wind.  John Seely Brown (2012) I believe says it best, “the technology is the easy part, the hard part is what are the social practices around us and also the institutional structures, we gotta ask ourselves what are the institutions of schooling, universities, (research universities) going to look like in 5 – 10 years from now and if they look the same as they do now……we got problems.”

Retrieved from:  https://www.youtube.com/watch?v=fiGabUBQEnM&feature=youtu.be

Another goal is to try to be as paperless as possible with those classes where 1:1 iPads have started.  It is still difficult to believe that we can be entirely paper free but it is a goal.  The main challenge is my own fear and knowing and understanding the Web tools that are best to drive these lessons. This was also recognised in an article by Edudemic Staff (2014) along with the need to be choosing the most appropriate apps for learning.  Having access to 9 computers with with some classes of 32 is another challenge to be overcome. I need to become creative in how to ensure each student has access to a computer during the learning time.

I want to continue to move my teaching forward and not get disheartened or frustrated and to persist when the learning happens in a roundabout way. By teaching forward I am teaching for not what our students need now but for what they need in the future.

REFERENCES:

Brown, J. S. (2012)  “The Global One Room Schoolhouse” Retrieved from:  http://youtu.be/fiGabUBQEnM

Edudemic Staff (2014)  “Ultimate Guide to the Paperless Classroom” Retrieved from: http://www.edudemic.com/ultimate-guide-paperless-classroom/

Haste, H. (2009) “Technology and Youth: Problem Solver Vs. Tool User”, Retrieved from: http://youtu.be/YZRoS5QlJ44

Richardson, W. (2012) “Education Leadership” TEDxMelbourne Retrieved from; https://www.youtube.com/watch?v=9ekcWQxgk3k

 

 

 

 


Are digital games being ‘overlooked’ in ‘digital education’ reform?

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To reflect on the question, “Are digital games being “overlooked” in “digital education reform?” first led me to try and seek some clarity in my mind as to the difference between the terms video games and digital games.  The initial understanding was that video games are those that are played using a game console such as Playstation, Wii or X-Box.  Digital games then would be those that are played using laptops, iPads or other Android devices.  As I read the article, “Teachers re-evaluate video games,” (Sydney Morning Herald, Nov. 30, 2014) it then became apparent that the terms digital and video game seem to be used synonymously.  It would seem to make more sense to call games digital though as they are neither in the format of a video or indeed use the technology of a video player, so for this purpose I will be using the term digital games as those that use the technology of computers and mobile devices.

How do I see digital games fitting into my practice?  What is the context of my learning? What are some challenges?

Within my own practice as Teacher Librarian at a large primary school I would suggest that I am strongly in favour of using digital games in learning and in the library.  I have used Gamestar Mechanic as a way of discussing the importance of narrative, digital citizenship issues such as providing feedback and looking at how games are created and I would agree that there were no issues surrounding motivation or engagement. It led to a “deeper factual and conceptual understanding,” as identified by Dr Catherine Beavis (SMH, Nov. 30, 2014.)  I also suggest though it was tricky to ‘fit’ into a timetable where each class visits the library for a 50 minute – 1 hour lesson and not necessarily on the same day. This then means that there needs to be an allowance of time to set up the 7 laptops and 2 desktops, moving to a shared computer, (some classes are 30 students between 9 computers!)  Once the learning/collaboration begins in no time at all the time for packing away is upon us. Also, it needs to be mentioned that the cost can be a factor when adopting digital games in the classroom.

Van Eck (2006) suggests that we have overcome the perception that “play” is in fact at the opposite end of the spectrum to “work.” (p.2).  I am unsure if all teachers hold this belief but generally teachers are embracing the idea of games as a learning possibility.The perception from leadership can be that games are frivolous and that they may not have any educational value.  So a challenge here is two-fold: professional development required and budgetary allocations.

Jesse Schell identified one of the “biggest challenges” teachers face is the timetable. Timetables are one of the drivers of a teacher’s and students learning as there is the issue of compliance and ensuring that each subject is allocated the appropriate amount of minutes.  Dr Catherine Beavis identifies that whilst deep understandings can be made using digital games we ““need to find ways to use them that are consistent with the ways teachers teach”(SMH, Nov. 30, 2014.)

 

Minecraft is another game that I have been wanting to include in the library and I can see huge potential for it to be used in so many ways, the only limit being my imagination.  For example, I could easily suggest students create a world that demonstrates the water cycle, create the visualisation of a particular setting that we are escaping to as we read a novel, create a 3-d map of a particular geographical feature and so on.  I question though whether I am forcing the game to fit the learning or am I using the game as it is intended to be a collaborative, creative tool.  In the following clip, some of the questions and challenges are outlined which show that while Minecraft is HUGE at the moment with our students, how can we best fit it into our classrooms?

Retrieved from: https://www.youtube.com/watch?v=RI0BN5AWOe8

In the article by Josh Jennings, “Teachers re-evaluate video games,” (SMH, Nov. 30, 2014), Rebecca Martin, a classroom teacher, recognises that schools need to make game choices that are “open-ended and creative, rather than skill and drill or digital worksheets”(SMH, Nov. 30, 2014.)  I welcome this attitude as I observe teachers do use games in their classrooms but mainly as drill and practice, group tasks on iPads that keep students busy whilst the teacher is freed up to do other tasks.  I am not judging this as wrong, as there still needs to be a place where basic facts need to be learnt but I believe we are still at the early stages of adopting digital games into our classrooms as a learning medium and we need to find the balance between open-ended and drill and practice.

I see a great space for games such as Minecraft,  and apart from the challenge of time I wonder how to overcome other challenges of parental expectations, what other colleagues perceive as teaching?,  how do I assess the learning – through acquisition of 21st Century skills or content? how do we make students accountable as there can be many distractions along the way in participating in games?  The question could be, do digital games enhance a students learning?

Here is a clip that explains some of the effects that can happen when students participate in gaming.

Retrieved from: https://www.youtube.com/watch?v=OOsqkQytHOs

My personal aims as I continue my professional and personal learning in this area:

*  To become an advocate for digital games and game-based learning throughout our school;

*  To make wise choices in regards to the digital games and to develop a selection criteria just as I would for the choice of printed resources in our school;

*  To ‘have a go’ at some of the ‘popular’ games our students play so they can identify me not as teacher but as a player learning with them – partners in learning.

What challenges am I hoping to meet for myself?

*  To make time to advocate, I need time to collaborate and share the learning that I make.

*  To heed the advice of Dr Catherine Beavis when she says, “there is a tremendous potential for games-based learning, but also the potential for things to go seriously wrong if the current enthusiasm for games-based learning leads to the introduction of games into the classroom without knowing more about how they actually affect learning, values, understandings and how to do this well?”(SMH, Nov. 30, 2014.)  The challenge that I hope to meet here then, is to be discerning, be patient and to avoid being too hasty in applying the learning I hope to make.

To answer the question, are digital games being overlooked in ‘digital education reform?”, I would conclude that teachers are interested and aware that games exist and could benefit their classrooms.  I would also suggest that there needs to be more professional development opportunities and challenges to be overcome to ensure that quality games are integrated into the curriculum for quality learning experiences.  They are not being ‘overlooked’ per se but perhaps the issue is ‘how can we do it well?’

 

REFERENCES:

Jennings, J. (2014). “Teachers re-evaluate value of video games.” Sydney Morning Herald, Retrieved from: http://www.smh.com.au/national/education/teachers-reevaluate-value-of-video-games-20141130-11jw0i.html

Schell, J. (2011). “Playing Games in the Classroom.” Big Think Retrieved from:  https://www.youtube.com/watch?v=bA7KuOyH3PQ

Van Eck, R. (2006).  “Digital Game-Based Learning: It’s Not Just the Digital Natives Who Are Restless….” in EDUCAUSE Review, vol. 41, no. 2 (March/April 2006).  Retrieved from:  http://edergbl.pbworks.com/w/file/fetch/47991237/digital%20game%20based%20learning%202006.pdf

 

 

 


The Next Learning Chapter Begins

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Geralt (2010) "Shield" Retrieved from: http://pixabay.com/en/shield-transport-panel-board-229112/

Geralt (2010) “Shield” Retrieved from: http://pixabay.com/en/shield-transport-panel-board-229112/

Having just read the subject outline and Introduction to INF530 Concepts and Practices for a Digital Age, there is a definite knowledge that I am on a HUGE learning curve.  I have always thought that I was an active participant in social media and having just signed up, joined and renewed accounts that I have let sit idle for a very long time, I now realise I still have so much to learn and my participation may not be participatory.

Having completed my M. Ed (Teacher Librarianship) in 2013, I was introduced to the work of Joyce Valenza and one article which has always been remembered is “Fully Loaded: Outfitting a teacher librarian for the 21st century. Here’s what it takes”(Valenza, 2011).  Since the completion of the M. Ed (Teacher Librarianship) I was left with a feeling that there was more I needed to do to become ‘fully loaded’ in my role as teacher librarian at a large primary school.  Even, Valenza (2011) acknowledges in her article that the list she provided in 2011 would need to be reviewed regularly.  I have searched to see if she has updated her ‘fully loaded’ inventory and cannot seem to find a review and would love anyone to share if they have been successful in finding said review.

Geralt (2014) , "Street sign, note, direction" Retrieved frm: http://pixabay.com/en/street-sign-note-direction-141361/

Geralt (2014) , “Street sign, note, direction” Retrieved frm: http://pixabay.com/en/street-sign-note-direction-141361/

Another reason why I have embarked on this new chapter is that I am a mum of two curious and avid users of technology.  I am at a stage where I have to question my values as a parent as a ‘tweenager’ challenges my beliefs as he wants to play games such as ‘Call of Duty’ and all the other kids do it.  ‘Minecraft’ is a daily event building amazing worlds and sharing them online.  There are Instagram accounts and discussions about Snapchat.  They are using icloud to message their friends and call it a conversation.  Yes, as a mum, I have come to realise that I need to keep up-to-date and know what I am talking about when discussing the way they engage with their devices.

As I watched Douglas Thomas’, “A New Culture of Learning”, I was struck by his notion that the idea of learning should be “natural and effortless.”  I was equally impressed by the way he has defined the 4 components of learning:

1.  passion

2.  imagination

3.  constraint and

4.  play.

I reflected on these 4 components and pondered are these 4 components present for me in this the beginning of the next learning chapter.

Passion – I am passionate about working with our school learning community and advocating for change in the way educators teach. I am passionate that we need to equip our students with the necessary tools for their learning where technology is evolving so rapidly.

Imagination – The ‘what if?’ (Thomas, 2012) for me is what if all our students could effortlessly and seamlessly move from one app to another?  What if we allowed them to learn from their mistakes rather than making their efforts wrong?  What if we allowed students to design their own learning through their own inquiry rather than teaching them what they already know?

Constraint – The obstacles in my way, time (as for every person on the planet!) My own beliefs in my own technological abilities.

Play – Am I willing to have some FUN on this new journey….absolutely.  Let’s look at this next chapter as play rather than work, something to be enjoyed rather than endured.