Activity 3: Contribution of Teacher Inquiry Topics to my Communities of Practice
Create a reflective entry where you critically reflect on how two potential and inspiring digital and/or collaborative learning related teacher inquiry topics would contribute to your Communities of Practice. Your reflection should be based on a reflective model of your choice.
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I am passionate about teaching, supporting and guiding teachers and how they use digital technologies and learning in their classroom to enhance students learning and achievement. Over the past couple of years I have seen that teachers have literally had to rethink all that they know regarding teaching.
Step 1 - Descriptive
While re-reading our topics from the first 16 weeks. I'm overwhelmed by the what we have covered and actually how much I have learnt. It has been hard to bring it down to just two topics of interest and need so ... the topics I'm interested in pursuing are:
- Implementing Technology Innovation in the Classroom
- Maker Movement
Here is a screen shot from my first assignment and the more I have progressed throughout The Mind Lab course, the more convinced I am that digital practice through the SAMR model - Implementing Technology Innovation in the classroom is the direction I would like to pursue in the community of practice.
In my thinking the Maker Movement also falls into this area where digital practice is a focus.
On reviewing what I know and my findings and based on the Pentudura, SAMR model (2013), the teachers at my school are very comfortable in using digital tools that fit within the Substitution and Augmentation levels of the model. To challenge themselves and utilise the 21st century skills (ITL Research, 2015) that are important to our learners.
Step 2 - Comparative
I'm quite excited about working in a CoP, especially coming off the first 16 weeks of The Mind Lab. I have been very lucky we have had 6 members of our school community taking part in The Mind Lab Post-Grad course because it has lifted interest from other members of our staff ... What are they doing? What are they learning? What is happening in their classrooms? Why are their students enjoying and engaged with their learning?
Hence, there is a core group of between 4-7 teachers who meet the requirements of being a CoP by:
- Being a Joint Enterprise - our overarching goals of raising student achievement are one and the same
- Mutual Engagement - by seeking impromptu moments to discuss what we are doing in our classes so we can work together in our learning environment.
- Share Repertoire - by planning together and sharing resources and ideas to help each other (Wenger, 2000)
Informally we have become a CoP.
Siemens (2005) supports the practice of being a CoP by stating that we no longer are expected to know everything, but instead make connections and form relationships that enable us to learn from others. He also uses this to describe this as being the new theory of the digital age.
As this will not be a 'normal' team, as in the sense of a syndicate, it will be one that is made up organically through the mutual passion and interest (Knox, 2009) there will have to be provisions on how we meet, when we meet, if we meet - kānohi me te kānohi (face to face), Online Learning Network etc.
Knox (2009) suggests that a CoP is one that will organically grow, however I feel if we have a model such as Kotter's 8 step process for leading change as guide of where we are heading, which ever path we take will be beneficial.
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Step 3 (Critical Reflection)
The teachers that we have formed is an informal CoP, during this reflective process it has allowed me understand and give structure to a concept that has been around for a long time. This concept has provided a useful perspective on improving performance by learning (theory) and the doing (practice).
The theory of Keizen ... Continuous improvements through a systematic approach for long term goals. Is a theory that comes to mind to help our CoP with the two key points chosen as our focus. Formalising our CoP I know will provide even richer experiences, ideas and learnings through having a wider expanse of experience and connections.
Kaizen
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References
Jay, J.K. Johnson, K.L (2002). Capturing complexity: a typology of reflective practice for teacher education. Teaching and Teacher Education, 18, 73-85
Knox, B. (2009). Cultivating Communities of Practice: Making Them Grow [Video File] Retrieved from: https://www.youtube.com/watch?v=lhMPRZnRFkk
Kotter, J. (1996). 8-Step Change Model [Image] Retrieved from: https://app.themindlab.com/course/release/2865-week-9-leadership-leading-change
Siemens, G. (2005). Connectivism: A learning theory for the digital age. International journal of instructional technology and distance learning, 2(1), 3010.
Wenger, E. (2000). Communities of practice and social learning systems. Organization, 7(2), 225-246
