Ki te Ahikāroa or Regional Meetups are hands-on, engaging workshops and many will be delivered in both Te Reo Māori and English for both Māori and English Medium contexts.  Our experienced facilitators will deliver workshops for people with all levels of expertise - from early adopters and experts to the those of us who might be brand new to this content.  We encourage you to continue to check kiatakatu.ac.nz  as we will be adding new meetups in all regions for the second half of 2019 and into 2020.

Please see our website here to find out more and register.

As young people around the world begin to mobilise in response to the growing concerns they have about the problems they see looming on the horizon, we need to think  about how we prepare this generation of learners, through developing an innovator’s mindset, so that they become the solution builders. Auahatanga | Innovation

Feel free to share your thoughts below and be inspired by others as we ponder,

How can we prepare our young people to be innovators and change agents?

How might we intentionally teach in ways that promote creativity, innovation, wonder, joy, and a passion for learning?

Please note: You'll need to join the uLearn discussion group first to contribute.

Image source: Attribution-ShareAlike 2.0 Generic (CC BY-SA 2.0) Gerd Leonhard technology transformation disruption hard technology vs humanity Flickr

Imagine the impact of an education system, which genuinely reflects the needs of those it serves. When all learners, educators, whānau and community are empowered to be disruptors in our education system, we will witness disruptive changes which move beyond doing the same things in better ways, to being presented with new ways of reaching our evolving goals. As we embrace our innate Māuitanga and the qualities of curiosity, bravery and perseverance bestowed on us by our whakapapa as New Zealanders, we will discover new ways of teaching, new ways of learning, and new ways of being, to share with the world. Whakatōhenehene | Disruption

Feel free to share your thoughts below and be inspired by others as we ponder, what actions might you take toward activating disruptive change?

Please note: You'll need to join the uLearn discussion group first to contribute.

Image source: Attribution-ShareAlike 2.0 Generic (CC BY-SA 2.0) Gerd Leonhard technology transformation disruption hard technology vs humanity Flickr

One way of ensuring we’re able to face this exponential change with more confidence, is to understand what some of these changes might be ahead of when they emerge. We can do this together by being aware of these trends as ‘sign posts’ that we see around us all the time.

Two significant themes impacting the nature of these trends – is Exponential change and Digital disruption - both are drivers of change in all facets of our lives, including education.

In this framework, the ten trends are situated within five key themes or categories (Technology, Structural, Process, Economic, Cultural) which are often referred to in future-focused literature. For more detailed breakdown of the these five categories, see our CORE website, http://core-ed.org/research-and-innovation/ten-trends/.

In each of these themes there is one trend that has an immediate implication for schools, while the second looks at something more disruptive, that requires us to think about in preparation for the future. The guiding questions in each section invite us to consider how these trends influence education and visa versa.

Over time, we will dive deeper into each of the Ten Trends and invite YOU to unpack these further, discuss the implications in your educational setting and share any examples in practice; so that we can become more informed and equipped to adopt and embrace these trends in education.

What are your thoughts so far about the drivers for change, the significant themes and five categories influencing and impacting the trends? 

Does something ignite your interest or give you cause for concern? We'd love to hear what you think as we embark on some future-gazing together.

Please share how you think you (or people you know) might use them, or have already used them to meet the aims of the curriculum and learning outcomes.

In 2019, we have chosen to focus more specifically on where all of this is leading in terms of the relationship between this technological change and our responses as humans. We consider the responsibility we have to ensure that in the midst of such complex and persistent change, we don’t abdicate our humanity and the things that make us ‘human’. (CORE Ten Trends 2019, p3)

 

You can still view this video below. Please note: Link in the image leaves this page.

Towards the end, Derek invites us to download the Ten Trends 2019 PDF file, engage with the content and each other. Tell us what you think? What is the first thing you're going to do with CORE Ten Trends 2019?

To reply to this discussion, join the CORE Ten Trends group FIRST.

In a constructivist model of learning, we talk about Play Based learning, Project-Based learning, Passion projects,  Student-based inquiry, STEAM, STEM, Makerspace...we even talk about, In an authentic context with end users in mind...(Digital Technologies) so what is an authentic learning context?

Where to start? Concept? Problem? Learning area? Key Competencies? Are these based on local stories, historical moments, tipuna, global or the students themselves? Are these issues-based or curriculum driven? I'd really appreciate some ideas for how you or your colleagues brainstorm contexts for learning. Please feel free to add these below. 

https://www.tes.com/news/no-point-teaching-coding-says-pisa-chief

An interesting conversation with a senior leader over the weekend who categorically stated that she 'didn't believe in Play Based Learning.' I was left somewhat stumped, especially as she was a former junior teacher with a huge level of experience. Being a friendly meeting and not one I wanted to have a long professional debate within, I realised I probably have no kete of go to resources to share in one lump. So here's my request... If people have a stand alone resource that they use on a regular basis, I'd love to have it shared with me and will happily build a kete for everyone to use.

Anything you have would be appreciated.

Ngā mihi mahana

https://johannesippen.com/2019/humans-not-users/

If you want to dive deeper into this kaupapa and address or affirm an inclusive culture in your school, then there are around 50 or so rich, thought-provoking videos in EDtalks where educators discuss what matters most for our Māori students and their community. These are a great way to initiate conversations around bi-culturalism and multi-culturalism. Here a just couple of examples to share.

Check of this link to the article and video: Nike self-lacing shoes put a ton of tech under your feet.

And while we come to terms with new outcomes for digital technologies in the Technology curriculum, there are some ethical considerations that can’t be ignored in regards to equity and access. Children’s access and use of computers at home in New Zealand may influence their digital capability and thus their ability to participate in the digital world in the future. Understanding children’s use and experience with digital technologies (Victoria University of Wellington, June 2017) P14

The research, Understanding children’s use and experience with digital technologies (Victoria University of Wellington, June 2017) undertook;

Semi structured interviews with nearly 70 children across 12 schools from around New Zealand were conducted to help understand how primary school students (9-11 year olds) from various backgrounds use and experience digital technologies in their daily lives. The children were asked to describe what they do online, when they do it, why, what they most enjoy, what they learn, what worries them, and what they wish for but don’t currently have. Our data collection was slightly biased towards regional, rural and high Maori and Pacific population areas because prior research suggested that there was likely to be the greatest deficiencies in access and use in these areas.  

In short summary, an assumption can be made that one device per child is desirable, it is uncommon, especially for those children in lower socio-economic circumstances (including high ratio of Māori and Pasifika). This study showed access to digital devices and the Internet is influenced by home income and home values that in turn affects:

• Number of devices, systems of sharing where devices were limited
• Differentiations include a) freedom of access; B) time available which effects embedding of digital experiences.
• Unreliability of network for learning.

As well as the child’s school factors (classroom teachers, strategic leadership, accessibility to learning with/through digital technologies), home-based factors have meant that there are inequities, where children from lower decile school homes compete to have access to desirable devices for safe, productive entertainment and learning. Generally it was only in the higher decile schools that children had their own home device. P 33

There are many other valuable findings in this report, but it’s the ethics of equitable access that strikes a chord. If all children have the legislative right to learning, what does this mean; when a school chooses to go BYOD, there is an expectation for school-based learning to continue at home, or for students to share their learning with their parents - when some families just don’t have access to digital devices of the Internet at home?

What is our moral imperative as schools? If there is a digital divide in your communities, how is this being acknowledged or addressed?

Screenshot link will take you directly to the TVNZ website

I thought it was great to hear neural science, growing 'healthy humans' and the importance of inquiry skills being brought into the story. Personally, I find the hardest thing when supporting schools, who are passionate about creating a student-centre curriculum (play based, project based, passion based learning etc); is that they sometimes schools perceive the need for more assessment and tracking/monitoring across the curriculum.

Is there a tension here? How do we be brave to do the right/best thing for our students (and be innovative) in an inherited system of assessment driven practices? And how can we get the balance right again, so teachers can do what they do best for their students? 

What do you think?

How ready are you and your colleagues for the implementation of the Digital Technologies and Hangarau Matihiko (DT & HM) curriculum content by 2020?  No matter what your response is to that question - have we got a support package for you! Read on e hoa mā!

Kia Takatū ā-Matihiko is designed to support teachers/kaiako and leaders to be ready to implement the new DT & HM curriculum content by 2020.  It's a fun, interactive and highly responsive programme that has been developed to be uniquely Aotearoa and from a Māori world view.

So where do I start?

Well the first thing you should do is visit kiatakatu.ac.nz and sign up. After that you should engage in our self review tool - Te Tokorima-a-Mahuika to help you to find your starting point.  Te Tokorima-a-Mahuika will give you a personalised, detailed report that summaries areas of strength and areas of development for you.  This can help to inform your personalised learning journey through Pīkau.

Pīkau / Learning Toolkits

These are virtual learning modules designed to support your understanding of the new DT & HM content. They are 'bite sized' taking approximately 45mins to complete and being virtual, you can do them anytime, anywhere!  We encourage users to get together to work through Pīkau and share the learning journey.  Completing a Pīkau will earn you a virtual badge and you can also share your record of learning with school leaders as evidence of learning for teaching inquiries or teacher registration.  Pīkau are designed to be interactive and engaging. Most often you will see video clips rather than long passages of text and you will get to see some great examples of classroom practice too!

Ngā Kiriahi / Virtual Community of Practice

Every great learning journey is a collaborative one!  It's always awesome to be able to hear about what other's are doing in their kura and classrooms and equally, it's important for all of us to share our practice! Ngā Kiriahi is the place to come to find your learning tribe!  Groups of interest have been set up and learning conversations are taking place.  Come and join us in Ngā Kiriahi to keep your fire ignited.

Te Pā Pouahi / The Digital Leaders Course

Some of you may be responsible for leading DT & HM in your school/kura.  Others might just be keen to grow their leadership skills and add something awesome to your CV! Te Pā Pouahi is our digital leaders course that will include leadership mentoring, activities, staff meeting materials and resources to support you to support others!  Poauhi (digital leaders) will have their own support network too where they can be supported by other leaders who are doing the same thing!

Ki te Ahikāroa / Meetups

Meetups are a combination of hands-on, face to face workshops in your region as well as interactive, virtual get togethers (webinars) for everyone to engage in. Meetups are free to attend and participants will be able to engage in new learning as well as share practice and ideas about integrating DT & HM into classroom programmes. Meetups will provide an opportunity for you to connect, grow and learn from each other, supporting you to be confident and ready to implement Digital Technologies and Hangarau Matihiko.

Keen to learn more about Kia Takatū ā-Matihiko? Visit us at kiatakatu.ac.nz

http://www.growwaitaha.co.nz/our-stories/halswell-school-learning-through-play/ 

This comes directly from the bottom of the page:

"The play based learning has definitely helped the children to work with different different groups of children and they’re finding children based on their interests, rather than their group of friends."

Reflect

• What kinds of teaching and learning approaches do you use in your school to develop key competencies?
• Are there benefits of a 'learning through play' approach for students? If so, what are they? 
• How does your school engage in collaborative inquiry to monitor and reflect on different teaching and learning strategies and the impact of these on your students? 
• How could a collaborative approach to teaching and learning impact your students?

"Educators are always on show. You are always a teacher, and anyone who has ever been greeted by an excited five-year-old at full volume as you step out of the hot pools on holiday in your swimming costume will know this only too well." 

In the latest CORE blog post, How to swim naked in the goldfish bowl, Greg Carroll shares his tips for managing your personal and professional image in the digital age.http://bit.ly/2yU80Lm

I'm sure we've all witnessed some questionable activity online or in the public eye. How well are you managing your public profile?

Image source: Public Domain Pictures.net, Karen Arnold, Cat looking at Goldfish, Creative Commons, CC0

The project has a focus on facilitating development of 21st C skills and competencies (collaboration, problem solving, team work) in a passion-based learning model/framework, with links to the curriculum; in response to personalised needs. Janette also talks about the logistical strategies, teacher capability and organisational conditions to help make this work. The results so far are more anecdotal, but teachers are already seeing improvements in attendance, attitude and engagement.

Are there issues, tensions, concerns in this space? You bet! But having a focus cross-curricula, while bringing in the ‘e’ (electronic tools) is proving to make sense, however there are issues around access and equity to be addressed as well.

Are you trialing Makerspace pedagogies/approaches at your school? What the tensions or issues so far and how are you considering/addressing these? We'd love to hear more.

We've all heard six degrees of separation (often less for kiwis), so how are we all linked as community members? EG: Do you work together? Have you found and friended other people in edSpace? Or do you have common interests with other members, joined the same group? Or been to uLearn18 recently? It might be that you have one connection with someone you didn't know before now.

You can post your connection stories below. IE: Me > Jeffrey > Maia > Anahera > Mark 

Let's see how we've become a whānau together online. 

Image source: Daniel, Wikipedia Commons: Creative Commons Attribution-Share Alike 2.0

http://www.habitotschildcare.com/great-debate-academic-vs-play-based-learning/