Ngā Matapakinga | Discussion

    • Tessa Gray
      Public discussion Created by Tessa Gray

      This was a really good webinar to listen back to- thank you.

      I really liked the discussion around what are the drivers for change and the positive influences of digital technologies in society. This brings it all back the 'Why' and the importance of connecting with all of our learning community (students, teachers, whānau...) to have a shared understanding and be more informed about how we move forward. 

      - By Katrina Laurie
      • Tessa Gray
        Public discussion Created by Tessa Gray

        Thank you for keeping us all up to date with where things are at.


        - By Allanah King
        • Jacky Young
          Public discussion Created by Jacky Young

          Excellent article Jacky! 

          Computational is a field requiring consideration as we prepare young people for the future. 

          I hope this information inspires and informs many forward facing schools and kura in their decision making.

          - By Catherine Johnson
          • Allanah King
            Public discussion Created by Allanah King

            I would be interested in knowing what research or reading re screen time is being referred to here? Much of what I have seen supporting that view has been little more than scaremongering. It is really about what you are doing with the device, than the time you spend on it. If all a child is doing is playing games then, yes the time on that would be an issue. But what if they are reading? Or creating? Or communicating? It is all a balance of activity rather than how much time they are using a device. After all isn't a book just another form of device? Just with one purpose rather than multiple. For some reason I don't see many people concerned with a child spending hours reading a book, even though it places the same sort of focused stress on our eyes.

            - By Darren Sudlow
            • Allanah King
              Public discussion Created by Allanah King

              Awesome Allanah- looking forward to seeing this grow :)


              - By Katrina Laurie
              • Nicki Tempero
                16 January
                Public discussion Created by Nicki Tempero

                Here is the Storify from last weeks #seesawchatnz 

                Great ideas and lots of NZ teachers to connect with 

                Screen Shot 2018-01-31 at 11.01.07 AM.png



                - By Nicki Tempero
                • Nicki Tempero
                  Public discussion Created by Nicki Tempero


                  Notes from a Seesaw online webinar

                  Class set up

                  • Think carefully about the name before you create your account - children and parents will see it. You can change it in the teacher accounts , under the gear shaped link.
                  • student sign in can be changed by going through the spanner link 
                  • have QR code displayed in the class - DONT share this QR code with families 

                  Connecting with families

                  • send home the letter and/or email- personalise it  . 
                  • under the resources families section on the Seesaw page there are links, pictures and presentations you can use for parent nights 
                  • translate the letter to parents - if necessary
                  • privacy information for schools and families under resources 
                  • remember to turn on FAMILY ACCESS when inviting family 
                  • Invite for families can be translated 
                  • make sure students have posted something in their journals before inviting families . See taskcards and activities for ideas of possible posts 
                  • send messages through announcements and messages to parents

                  Starting with students

                  • email sign in  - one time code is needed for the year  ( code lasts 7 days )- printable instructions on website for students to follow 
                  • QR login - print out and display for students 
                  • under class settings there is a Getting Started guide
                  • Seesaw for Schools - paid product . can collect data on use of Seesaw as well as student data

                  connecting -



                  Instragram - @seesawlearning

                  FB - Seesaw teacher 




                  - By Nicki Tempero
                  • Nicki Tempero
                    29 November
                    Public discussion Created by Nicki Tempero

                    Kia ora Nicole, thanks for sharing.

                    I like you are trying activities without devices and tools. I've been running sessions with "coding" students , they love it at any age. Many students and teachers need to physically move to understand the code before seeing it on screen.

                    One tool I use a lot are these blocks, see photos below. I have printed the blocks out for Scratch and Scratchjr and laminated them. The discussions, collaboration and thinking involved is so important for the process.




                    - By Nicki Tempero
                    • Rebbecca Sweeney
                      Public discussion Created by Rebbecca Sweeney

                      Yes I agree with Maria, thanks for sharing Rebbecca. The Grow Waitaha videos (@FionnaW @ngairesw) are fantastic at showing students engaging and talking about their learning.

                      I recently shared the following video in the same series with a school, to demonstrate learner agency because they're wanting to design a more cohesive cross-curricula approach to learning, using teacher-led student inquiry as a framework. 

                      Next steps for us - how to make this seamless across the school, we'll probably come knocking for some more ideas around collaboration....

                      - By Tessa Gray
                      • Meredith StewartM
                        Public discussion Created by Meredith StewartM

                        Kia ora ano Meredith and team,

                        This Te Whariki kaupapanui will be completed in May. I would keep  your Internal evaluation  succinct and  measurable. Don't take it too wide! The data you have sounds sufficient -Wonderful that you are looking in with a critical lense and placing great value on all children's language culture and identity-Their Turangawaewae to ensure all children are valued, respected and have a sense of belonging-we celebrate ur tamariki with their pepeha daily and have embedded a value of their whanau and all  they do. Keep it simple!! 

                        I love your teams passion!! Thank you for coming to our hui on Tuesday night as this will layer your team collaborative practices as you work towards completing your internal evaluation-new kupu for self review. A great way to discover the amazingness of our early childhood document Te Whariki!


                        - By Erana Manumoe Haerewa
                        • Tessa Gray
                          Public discussion Created by Tessa Gray
                          • Viv Hall
                            Public discussion Created by Viv Hall

                            Kai pai Christina

                            I'm loving the analogy of the duck and its' connections.  Continuing that on with my facilitators' hat on, reassuring our teacher clinging onto the duck, that putting it down to develop some 'new' foundational skills and mindsets in the knowledge that they can pick it up again.  If they want to .....   I have found in the past the TPACK approach when working on Digital Fluency is very useful. 

                            Once they understand that they are already 'experts' in their field, the pedagogy of teaching and also their content or subject areas, integrating technology is not such a challenge. Putting the ducky down can be a reassurance to take that leap. Thoughts?

                            - By Viv Hall
                            • Tessa Gray
                              Public discussion Created by Tessa Gray

                              I am a bit of a magpie when it comes to books....I flit from one to the other and tend to have a few on the go at once. I try to be focussed but then I leave one where I was reading it and forget where, so I pick another up! 

                              Anyway, I am working my way through 'Sapiens....', on the recommendation of Tessa, and it is fascinating. I am also reading "The Hidden Lives of Learners" by Graham Nuttal, which I don't think has anything in it that as a teacher, I didn't know, but it is a great reminder and makes some connections for me that I hadn't made before.  I have stalled a bit on Guy Claxton's "Intelligence in the Flesh". The whole 'body is a brain' idea really resonates with me and the research on brain development and connections between synapses, nervous system, brain and movement etc is incredible now. But it is a bit heavy...!

                              I manage to procrastinate quite a bit reading blogs and articles that are linked off my Twitter feed....

                              In between the professional reading I devour dystopian novels and crime thrillers! 


                              - By Anne-Louise Robertson
                              • Anne Kenneally
                                Public discussion Created by Anne Kenneally

                                HI Tessa,

                                Awesome to hear this is useful for you.

                                Resources can be accessed here:

                                It would be great to have Kate Potter in this discussion thread.

                                - By Anne Kenneally
                                • Anne Kenneally
                                  Public discussion Created by Anne Kenneally

                                  Kia ora, 

                                  As we develop and explore this idea of Wordy Wednesday and book discussion, I want to draw your attention to a group we have right here in edSpace - Hurahura - a space to share and discuss professional readings. You might want to join this group and get involved in the discussion.

                                  Further call to action:

                                  Please join our Connected Educator New Zealand edspace group;

                                  Please sign up for updates from our Connected Educator site;

                                  Please pledge events to our CENZ calendar; book chats, discussions, webinars, forums... whatever you have an idea about that can connect with others, free and online...

                                  Really looking forward to our chats!

                                  - By Anne Kenneally
                                  • Anne Kenneally
                                    Public discussion Created by Anne Kenneally

                                    An example of Student Voice and Choice

                                    Health Promoting Schools is a wonderful project that has been running for several years across Canterbury and the West Coast, run by students for students. It follows an inquiry framework to focus their work. Student voice and choice is very much at the forefront of all that they do. Twice a year students run an exhibition/unconference of their learning for all schools involved.   

                                    Check out the link above to find out more.

                                    - By Jacky Young
                                    • Anne Kenneally
                                      Public discussion Created by Anne Kenneally

                                      Kia ora,

                                      Have you seen this?

                                      Hauhaketia ngā taonga tuku iho kia puāwai ai: Unearth our ancestral treasures so that we may prosper


                                      Hauhaketia ngā taonga tuku iho kia puāwai ai: Unearth our ancestral treasures so that we may prosper

                                      Evaluation insights by the Education Review Office (ERO), alongside contributions from the Te Kōhanga Reo National Trust (Te Kōhanga Reo Trust) and kōhanga reo whānau inform the findings of this report, which highlights effective practice in kōhanga reo, specifically the support children need to grow and thrive through a quality immersion pathway.

                                      - By Anne Kenneally
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