For this weeks blog I will be using Jay and Johnson's (2002) reflective model.
Stage 1 - Descriptive
Prensky (2001) identifies who I am in a very clear and precise manner 'digital immigrant' when it comes to social media. I am very confident when using most digital platforms and tools, however when it comes to social media, I tend to shy away from it. I will post objective posts full of facts, however I don't like writing subjective posts, the posts where my opinion and thoughts are given. I feel unqualified to give them but deep down I feel it is because I am weary about how or what other people might think of me. In reflecting why I feel like this comes from the negative base of using social media; the on-line bullying, being able to hide away behind a keyboard and not have the kānohi ki te kānohi (face to face) relationships you form when facing someone and not being able to read another persons body language. This is where knowing the difference between my personal and professional social media
Personal Social Media
- Facebook - closed groups and private page
- YouTube - viewing only
Professional Social Media
- YouTube - creating and viewing
- Facebook - NZ Teachers primary, BreakoutEDU, Senior Leaders NZ
- TedXed
- Google Classroom
- Seesaw
- Google Suite
- EdPuzzle
- Kahoot
In saying this, I find elements of social networks / media empowering and effective as a classroom release teacher (CRT).
Stage 2 - Comparative
As a school senior leader with no classroom responsibilities, I provide CRT to 10 teachers, 2 days per teacher a term. When I go into these classrooms I want to make an impact on my students learning with the limited time I am there.
This year I have made the commitment to develop my practice using the 'flipped classroom' models I have learnt during The Mind Lab tutorials. I have been either creating YouTube clips or finding clips to help my student's learning for the upcoming days I am with them. I have been using Google Classroom as a management system so my students can access their learning tasks, instructions, videos to help them in their learning organisation. Many of the classrooms I go into, use Seesaw as their on-line learning journey. They are able to post evidence of their learning, and currently I am working with staff in their development of becoming more active reflectors (Absolum, 2006), both as teachers and developing their students 'toolkit' in becoming more reflective on their learning. Using the online collaborative tools that Google provides is also another form that teachers and students use in their everyday life.
These simple changes to my teaching has been a driving force behind the engagement to learning when I go into classrooms. Student's are craving to know what they are going to be doing, where they are going and ownership of their own learning.
Stage 3 - Critical Reflection
Ethically, I think it is our responsibility to teach our student's to become more critical and socially aware of social media and the ramifications it holds. At this point in time, I struggle to understand that a student (8-11 years old), needs to leave the confines of their school, community, whānau to engage with their learning. Margette (2014) says that by embedding social media in the classroom helps to equip students with the skills and judgment to become effective communicators, which is also an essential 21st century learning skill our students need to continue to develop. However, I am not convinced that students of this age are maturely aware fo what it means and the responsibility of belonging to the global world of social media. The confines that Seesaw has, or the limitations that can be placed on uploading to YouTube is more than enough for this age group. I am not yet prepared to allow my Year 3-6 students to use Twitter or Face book as an opportunity to connect with the wider global community.
References
Absolum, M. (2006) Clarity in the classroom: Using formative assessment. Auckland, New Zealand: Hachette Livre NZ Ltd
Jay and Johnson's (2002) reflective model (diagram) retrieved from https://www.google.co.nz/url?sa=i&source=images&cd=&ved=2ahUKEwjx5dL7nMPcAhWNZt4KHTWFDOEQjRx6BAgBEAU&url=http%3A%2F%2Fjanicesreflections.blogspot.com%2F2017%2F10%2Freflective-practice.html&psig=AOvVaw2GPXOIJ7WJhz9O1Ocj08W5&ust=1532916460967121
Magette, K. (2014) Embracing social media: a practical guide to manage risk and leverage opportunity. Rowman & Littlefield Publishers.
Prensky, M. (2001) On the Horizon Digital Natives, Digital Immigrants Part 1., Vol 9 Issue: 5 pp.1-6
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