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It has been so lovely being back onsite and in our classrooms.  The Techies have been so excited to see our learners and welcome them back into our learning spaces.

In order to accommodate the health and safety requirements to enable our teachers and learners to remain safe, we have been planning, preparing and rearranging teaching and learning spaces for learners on our return to school.  This has included the care of teachers and students with sanitisers and hygiene practices, allocated seating plans for learners, care of equipment and materials, classrooms and the bathrooms.  

All Technology subjects involve a huge practical element to teaching and learning in addition to theory based lessons.  The staff have taken great consideration into the planning for practical sessions, and are especially looking forward to seeing the Year 7 and 8 students return to Tamaki College this week.

The following are a few snapshots of different areas of the Technology Department learning spaces that we have adapted for Alert Level 2 teaching and learning conditions.








  



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My target group of learners for my Inquiry 2020 will be my Year 11 NCEA Level 1 class. I intend inquiring into the process of using the LearnCoach online programs (content) and VTaL Visible Teaching and Learning (workflow) to accelerate student achievement for Tamaki College students undertaking courses in Digital Technologies NCEA Levels 1, 2 and 3.




The following are a range of screenshots of Student Progress for the Year 11 Project Digital Technologies 1.7 & 1.8: Develop a Computer Game, which is worth a total of 10 Level 1 achievement standard credits.  The vast majority of learning activities are preparing the students to be able to complete the assessment task.  The learners watch the relevant LearnCoach video, complete or replicate the task within the LearnCoach video, evidence the task in a screencastify, which the learners then submit for marking.  Once the work is marked, learners can share their completed work into the Year 11 DigiTech Google+ Community (referred to in previous posts).

Student Progress

Student Progress as at 21 May 2020 - The First Day Back Onsite for the Whole School


Student Progress as at 20 May 2020


Student Progress as at 12 May 2020


Student Progress as at 11 May 2020


Student Progress as at 8 May 2020


Student Progress as at 6 May 2020


Student Progress as at 1 May 2020


Student Progress as at 29 April 2020


Student Progress as at 24 April 2020


Student Progress as at 22 April 2020


Student Progress as at 20 April 2020


Student Progress as at 17 April 2020


Student Progress as at 16 April 2020


Student Progress as at 27 March 2020


Student Progress as at 26 March 2020


Student Progress as at 25 March 2020


Student Progress as at 22 March 2020 - The Day Before Alert Level 3 is Announced





EDIT:
Student Progress and Reflection
  1. Please read the following blog post about Student Progress for this project
  2. Please write 3-4 sentences into the blog post comments, to explain what you will do, to shift from the current task that you are on, to the Aqua section in the Class Tracking Sheet.  This could include ideas for what you will do during class time, at home, who you will get help from (teacher, peers, others etc), the resources that you could access and use to get help etc.
  3. Please keep your comments positive and constructive.  You should not put yourself down, you need to be talking positively about how to lift yourself up.  For example:  I will ...
  4. Please publish your comment.

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My target group of learners for my Inquiry 2020 will be my Year 11 NCEA Level 1 class. I intend inquiring into the process of using the LearnCoach online programs (content) and VTaL Visible Teaching and Learning (workflow) to accelerate student achievement for Tamaki College students undertaking courses in Digital Technologies NCEA Levels 1, 2 and 3.



In a previous blog post, BP4 : Evidence - Year 11 DigiTech Students Learning from Sharing in Google+ Community I outlined the following Next Steps:

Next Steps

The next steps that I will explore with the information in this survey, is to have the learners read through this post, and see if they have a greater or better understanding of why I have set the Year 11 DigiTech Google+ community up, in terms of supporting their individual and specific learning journeys.  I hope that this will provide me with a greater insight into whether this is supporting student learning and if so, how it is supporting student learning.

I also hope that when learners see that I am inquiring into their learning, they may have a greater input into communicating in more detail what they feel their learning needs are, and how may be better achieved through my inquiry this year.


Deep dive into the 'How' and 'Why'  

In order to enable students to dive deeper into the 'how' and 'why' of using the Year 11 DigiTech Google+ Community, I decided to chunk questions down in order to break down the inquiry process for the students.  I also intended doing this before showing the learners my blog post (mentioned in this blog intro), so as to not influence the students' responses to the questions.

There happened to be one learner who joined the Google Hangout Meet for this lesson.  Here is the link to the Questions I had ready for this process Blog: Questions that relate to the Year 11 DigiTech Google+ community.

And, the Question Chunking process went as follows:

  1. I post a question into the hangout chat
  2. The student writes their answer to the question into a google doc
  3. We repeat this process for all questions
  4. The student shares the google doc to me
  5. While we are both in the google doc, I highlight sections of the paragraph that are irrelevant
  6. I copy and paste the paragraph so that the original paragraph remains untouched, but still includes the highlighted sections
  7. The student edits anything referring to Yes or No etc
  8. I go through MY blog post with the learner (mentioned in this blog intro) by reading the blog post
  9. I talk to the learner about my blog post, to clarify anything about the blog post that the learner may not have understood
  10. I talk to the learner about the questions that I posted into the chat function of the hangout and had asked him to respond to in the google doc
  11. I talk to the learner about whether he realises that his combined answers are actually an effective comment to my blog post
  12. The learner copies and pastes his paragraph into my blog comments and publishes his comment


The following image is the google doc that my learner used to enter his answers to the questions that formed the blog post comment.




He was completely blown away that the paragraph that he had written, actually combined to be an effective blog comment, to a blog post that I had written about his class.  Further to this, his response showed that he viewed the use of the Year 11 Google+ Community as positive for his learning, making statements such as "it's helpful because you can see how other students do the work" "I like sharing my work into the Year 11 DigiTEch Google+ Community because I like to help other students out" "I don't share my work into the Year 11 DigiTEch Google+ Community because I've been asked to share my work but because I like to help" "I share my work into the Year 11 DigiTEch Google+ Community not only because it makes me feel proud but because it's helping other students" and "It gives me a greater understanding of the work that I have completed and shared".

Although this process only included the response from one learner, it is still one more set of evidence that I have from Student Voice that I didn't have before.  I was also enlightened to see that this particular learner doesn't feel a sense of obligation to post into the Year 11 DigiTech Google+ Community, but actually sees the benefit of using the tool and also enjoys it!




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It seems timely to have received the following email from Schoolbox <hercules@schoolbox.com.au>
on Tuesday this week.  The email included a really cool poster about Resilience in Uncertain Times, that refers to "supporting your teachers during unprecedented challenges".



Over the years the Techies have always participated in Team Dinners out, and this year was no exception.  It's just one of those out of work things that we do every now and again to touch base on a social basis, no different to how work colleagues socialise in other work environments.  About halfway through the middle of Term 1, we went for our first dinner outing for the year.  Little did we know, that would be a last major social interaction in a face-to-face capacity for Techies with the Covid19 crisis looming.

However ... that didn't stop the Techies ....

During Alert Level 4 and Alert Level 3, the Techies participated in a range of social gatherings online.  This included the Techie Masterchef Challenge, Isolation Egg Hunt, and May the 4th be with the Techies.  The invitation was shared out to staff, and whoever wanted to participate, could.  There were no expectations.

On the first day back to school, Monday 18th May, the Techies met in Lemoncello during Department meeting time after Staff Briefing, to celebrate coming back together again, and also to reflect back on and have a laugh at some of our online shenanigans during the Lockdown period.  These can be viewed in the slide deck that follows.




It has been great seeing the Techies support each other through these crazy times.  Having a laugh doesn't change that we're all experiencing incredible changes in our home environments as well as our work environments, both online and offline due to the Covid19 pandemic.  But having a really good laugh together has really helped!
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Tuesday the 5th May was the first lesson that I was going to meet my NEW Year 9 class for the next Technology rotation for Semester 2.  Due to the learners being in Year 9 and me not having taught them before meant that I was going to be meeting the learners for the first time online.

The following post will focus on Access to the Google Hangout Classroom and Cultural Responsiveness (Ako, Vā, Manaakitanga, Name Pronunciation).

As mentioned in a previous blog post, "I have designed a basic Introductory Calendar Invitation which I have sent out to learners.  This is essentially the same as directing students to my classroom door, so that I may be able to talk to the learners face to face (via the hangout), and undertake an Introductory lesson with the learners."

The learning instructions in the lesson looked as follows:


Year 9 DigiTech Project 9TKh and 9TBSM2

Welcome to DigiTech with Ms Anderson.  
My name is Ms Anderson and I will be your DigiTech teacher for this Technology Rotation.

Navigate to the Workspace Year 9 DigiTech Project - Tools and Techniques

  1. Navigate to the section titled Student Introduction
  2. Complete the task Introducing Myself Presentation
  3. Complete the task entitled Level 1 - HTML Basics : Website Setup


There are two main examples of effective pedagogy from the New Zealand Ministry of Education Curriculum Guides that I am going to discuss from this particular lesson, that relates to Cultural Responsiveness.  These include Ako and Manaakitanga.

Ako

Ako involves reciprocal shared learning in the classroom and beyond.

When the Learners first arrived at class for the first time, they all had their cameras switched off and their Avatars were showing.  I explained to the students that at the beginning of the lesson, learners had to have their cameras turned on (unless there were either privacy or technical issues preventing them from doing so).    When I knew as their teacher, that everyone understood the instructions, I would be fine about learners turning off their cameras.  The other time that I insist on learners having their cameras on is when the learner and I are interacting with each other one on one.  This just gives us a sense of who we are both talking with, as a regular discussion when occur.

It still took a long time before learners would turn their cameras on at the beginning of the lesson.  I kept reassuring the learners that once we were all on task, that it would be fine for them to turn off their cameras while they were completing the work.

Video Link

The following is the timeline that it takes from the start of the lesson for Learners to turn their cameras on.
  • 0.40 min - Student 1 enters the classroom NO camera on
  • 1.00 min - Student 2 and 3 enter the classroom NO camera on
  • 1.20 min - Student 4 enters the class NO camera on
  • 2.00 min - Student 5 enters the class NO camera on
  • 2.20 min - Student 6 enters the class NO camera on
  • 2.40 min - I congratulate the Students for attending their first DigiTech lesson
  • 3.15 min - Student 7 enters the class NO camera on
  • 3.35 min - I refer to the Hangout link in the Calendar post being similar to the Door to the Classroom
  • 3.50 min - This is my first request to Students to 'Turn their cameras on'
  • 4.30 min - [waiting] I offer to help students to explain how to turn their cameras on
  • 4.45 min - I explain to Students how I run my Hangout Meet classes, and my expectation that learners turn their cameras on at the start of the lesson, when I am talking 1-to-1 with students, and acknowledge that the exception to this is if their cameras on not working
  • 5.10 min - I'm still staring at Icons, and ask my second request to turn cameras on; Three learners respond by turning on their cameras one after the other
  • 5.50 min - Another learner turns their camera on
  • 6.00 min - Another learner turns their camera on
  • 6.15 min - This is my third request for learners to turn their cameras on
  • 6.50 min - I start saying students names to acknowledge their presence in the lesson.  I ask one of the learners if I have pronounced their name properly and ask them to correct me if I mispronounce their name.  I also ask the student to remind me if I mispronounce their name.
  • 7.00 min - There are eight learners in the class, ALL with their cameras on.  I introduce myself, and proceed to start the lesson.
  • 7.40 min - I ask the learners how they knew how to get to this hangout?  I explained that they could respond in the chat feature of the hangout if they wished.  The student responses are shown in the image below, which all refers to the Calendar invitation that was shared to the learners to their emails.
  • 8.15 min - Student 8 enters the class NO camera on.  I ask that they turn their camera on, and they do.




So from the time that the class first started, it took approximately 8-8.30 minutes before all of the learners that were present in the classroom, actually had their cameras turned on.  Although this is not an ideal scenario, I am mindful of the myriad of variables that all learners, not just those in my classroom, are navigating in this new online way of learning, which essentially has shifted the classroom into their living environments.

I was recently shared an article from newsroom.co.nz from fellow CoL Teacher, Dorothy Apelu, entitled 'The vā that binds: a Pasifika education story during Covid-19' written by Jacoba Matapo,  Associate Dean Pasifika at the Faculty of Education and Social Work, University of Auckland.  

“When we’re invited to join Zoom, we open our homes to you, the viewer. Our home is our vā, our sacred space.”

The article goes into detail explaining the meaning of Vā and the implications of this in education, including education that is currently happening online.

I guess the references that I am making in this post, to learners into a Google hangout classroom, and their perceived reluctance to turn their cameras on, cannot be assumed as being a sign of disrespect or defiance.  This is a classic example of delving deeper into the why in terms of Cultural Responsiveness to understand what else is impacting the decisions that learners are making about the way that they are learning, or the way that they are willing to learn.  As educators, we have a duty to demonstrate complete mindfulness for the whole learner, and all of the variables impacting the learner, if we are to connect with learners in a way that shows reciprocal shared learning, as outlined in the pedagogical practice of Ako.

Manaakitanga

Manaakitanga is about values of integrity, trust, sincerity and equity. Through manaakitanga, the teacher and fellow students recognise and affirm the identity of each student in open and trusting relationships.

In order for learners to understand how to complete the task, I explained and demonstrated the task for them.  The task was designed to share information about myself, and for the learners to also share information about themselves.  The slide deck was designed for the learners to share information about their whānau, where they live, culture ethnicity and religion, schooling, and sports, hobbies and interests.  The other reason that I demonstrated an example of how to complete the task, was so that learners could share information without oversharing information eg. practicing Cybersmart ways to ensure that their privacy, and the privacy of their families and friends would not be compromised.

Video Link

The following is the timeline of a Learn Create Share segment in the lesson of me sharing information about myself as a way of demonstrating and explaining the task for the lesson.

The following link is the Introduction Example - Ms Anderson
  • 20.45 min - I refer learners to the Purple Section of the Workspace that shows the Introduction - Example
  • 27.15 min - While I am describing and explaining the example that I have created, I make references to being Cypersmart and explain how I have applied that to my presentation about myself.
  • 27.30 min - I explain to students that now that I have demonstrated the task to them, that they should now have a better understanding of who I am as their teacher
  • 27.50 min - At this stage I invite the learners to ask me one question each about something else that they would like to learn about me, that wasn't included in the example slide deck.
  • 39.30 min - Q+A Session : The students typed their questions into the chat function or asked me in the hangout, and I responded in the hangout.
The learners responded extremely positively to this activity.  In particular, they enjoyed asking me questions that were not covered in the presentation example.  Sometimes, the questions were quite detailed and deep, asking about my personal goals for 2020, and also about my fears.  I feel as though the Q and A session really allowed the learners to connect with me as their teacher.  This was particularly positive.  Even though I let the learners know several times, that they were able to turn off their camera while they were working on their own slide decks, many of them chose to keep their cameras switched on.  I saw this as being a huge sign of connectedness in the initial stages of developing positive relationships with my learners.  Not forgetting, that this entire interaction had taken place online, and that this was the first time that I had met the students.  This showed values of integrity, trust, sincerity and equity, as outlined in the pedagogical practice of Manaakitanga.

The following are the questions that learners asked and typed into the chat function, which I responded to in the hangout:

Q and A Session - About Ms Anderson
Student 1: Miss what is your favourite sport?
Student 2 : What's your favourite colour??
Student 3 : miss what is your favourite food?????
Student 4 : Whats your favourite animal?
Student 1 : Nice Miss
Student 5 : What's your goals for 2020?
Student 1 : hes playing game
Student 6 : whats your what's your favourite song?
Student 6 : no
Student 1 : Hahahahaha
Student 5 : oof
Student 1 : Nice one Miss
Student 5 : yes
Student 3 : in the air
Student 3 : in the air







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My target group of learners for my Inquiry 2020 will be my Year 11 NCEA Level 1 class. I intend inquiring into the process of using the LearnCoach online programs (content) and VTaL Visible Teaching and Learning (workflow) to accelerate student achievement for Tamaki College students undertaking courses in Digital Technologies NCEA Levels 1, 2 and 3.




During one of my Google hangout sessions with my Year 11 NCEA class, I took the opportunity to undertake a questionnaire using the hangout chat function, to obtain data on student learning and gain an understanding of how students' perceive the use of the Year 11 DigiTech Google+ Community to support their learning.  This also relates to, and continues from my previous post  BP4 : Evidence, Data and Preliminary Findings - Teaching Strategies.  

As the teacher, I encourage the learners in my class to share their completed work that they have submitted and that I have marked, into the Year Level Google+ Community.  Throughout this post, I provide explanations as to the intention of asking learners to share their completed work into the community.

Using Hangout Chat to conduct a Questionnaire

Using the google hangout chat function, meant that I was able to ask one question at a time, the students could clarify if they understood the question, and then answer the question before progressing onto the next question.  This was more personalised than using a Google Form survey, because the students could interact with me if they didn't understand what was being asked of them.  However, students inputting their responses into the chat function meant that their answers would still be time stamped, and authentic to each student.

Findings from the Questionnaire

The questionnaire focusses on whether the Year 11 students are using the Year 11 DigiTech Google+ Community, if they're using the community to share what they've learnt, or learn from understanding, and if they see value in the community to support their learning.

The whole purpose that I had set up the Year Level Google+ Community was to enable learners to learn from sharing and to learn from each other.  From a teaching perspective, this has been instrumental in managing the range of learning abilities within a class, and has supported learners ability to work at their own pace.  It is a powerful tool to support differentiation by depth and differentiation by pace.  



Ms Anderson: The following are some questions that relate to the Year 11 DigiTech Google+ community.



Question 1

The following shows that all students who participated in the questionnaire are using the Year 11 DigiTech Google+ community.

Ms Anderson: Q1 - Do you use the Year 11 DigiTech Google+ community?
Student 1: yes

Student 2: yes

Student 3: yes

Student 4: yes

Student 5: yes



Question 2

The following shows that 4/5 students see the value in the posts that they are sharing into the community, although it is not yet established what that value looks like in terms of impacting their learning.  However, it is positive to see that the learners see value in the sharing process.  Student 1, (one of the five students) 'kinda' saw the value in the work that they were sharing into the community.

Ms Anderson: Q2 - Do you see the value in the posts that you are sharing in the Year 11 DigiTech Google+ community?
Student 2: yes

Student 3: yes

Student 4: yes

Student 1: kinda

Student 5: yess



Question 3

The three students  (Student 3, Student 1 and Student 2) who all explained why they saw value in sharing into the Google+ community, all showed different reasons to each other.
Student 3 talked about the "value to students who may need more detailed examples".  However, Student 3 didn't specifically include or see themselves as being one of those students.
Student 1 clearly explained that sharing the work into the community is helpful towards their learning, although they didn't go into detail as to why it is helpful.
Student 2 talked about the value of sharing into the community in terms of how sharing can help others.


Ms Anderson: Q3 - Please briefly explain your response to Q2.  Why are the posts valuable?  OR Why are the posts not valuable?
Student 3: the posts are valuable to students who need more of a detailed example to what they are working on, if they are able to see a student who has finished the task, they are more likely to understand that task

Student 1: I don't really know the value of it I just know that it's helpful towards my learning.

Student 2: the posts are valuable because it can help others that want to know how to create a game.

Student 4: i dont know


Student 5: I don't know Ms.



Question 4

The following question was included to determine whether students felt as though using the community helped the learners to understand how to do tasks.  Two of the students (Student 5 and Student 1) responded YES.  Three students (Student 4, Student 3, and Student 2) all responded NO.  This give some insight into whether learners believe that sharing is of benefit to themselves, to others, or to themselves and others.

Ms Anderson: Q4 - Do you use the Year 11 DigiTech Google+ community to understand how to do tasks?
Student 5: Yes

Student 1: Yes

Student 4: no

Student 3: no

Student 2: no



Question 5

All of the students responded YES to sharing their own work into the Google+ community.  What hasn't been established is whether they like sharing their work, whether they do it just because it has been asked of them, whether they share the work because it makes them feel proud  to share their work, or any other reason that they may share their work.

Ms Anderson: Q5 - Do you use the Year 11 DigiTech Google+ community to share some of your tasks?
Student 4: yes

Student 2: yes

Student 3: yes

Student 5: yess

Student 1: Yes




Question 6

The following responses show, that by the learners having to update their posts into the community to describe the work that they had shared, in addition to including a post title and the link to the work itself, the process of updating their posts gave three of the students (Student 1, Student 4 and Student 2) a greater understanding.  However, the learners didn't explain what this process gave them a greater understanding of.  I intend delving deeper into the rationale behind this response to see what learners are gaining a greater understanding of, to see how the title, and description as well as the link, is or is not adding value to their learning.  Two learners (Student 4 and Student 5) were unsure of the impact of this process, and one learner (Student 3) outright stated that there was no impact on their understanding of the work through this process.

From a teaching perspective, the purpose of including a title to the posts is so that the posts can be easily searched for within the community, if learners want to find a similar task to the one that they are currently working on.  The purpose of including a description into the post is to explain what the post is about.  In writing the description, the learner also demonstrates that they have understood what the post is about by having to articulate the description of the task.  Thus, reinforcing their understanding of the work.  Finally, the purpose of including a link to the task, is because the task that is shared, has been marked by myself, returned to the learner, and is a model that demonstrates the required standard for that particular activity.


Recently I asked the class, to update your posts in the Year 11 DigiTech Google+ community to include the following: Heading, Description, as well as the Linked file.

Ms Anderson: Q6 - What impact did the update (heading, description, as well as the link) have on your understanding of the work?
Student 4: what?


Student 1: it helped me understand quite a bit 

Student 4: it helped me understand because the description is like a summary of what you did

Student 3: It did no impact towards my understanding of the work, as as I already knew before hand. (I also wasn't here at all during the other lessons)

Student 5: I don't know ay, but i think It helped me understant much of what to do.


Student 5: aha

Student 2: it made me understand more because I can see whats that post is about from the description.



Next Steps

The next steps that I will explore with the information in this survey, is to have the learners read through this post, and see if they have a greater or better understanding of why I have set the Year 11 Level Google+ community up, in terms of supporting their individual and specific learning journeys.  I hope that this will provide me with a greater insight into whether this is supporting student learning and if so, how it is supporting student learning.

I also hope that when learners see that I am inquiring into their learning, they may have a greater input into communicating in more detail what they feel their learning needs are, and how they may be better achieved through my inquiry this year.

BP3 : Finding Ways to Capture Evidence from my target group of learners in my Year 11 Class












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About Me

Kia ora! I am the Head of Technology at Tāmaki College and also teach Digital Technologies.


My target group of learners for my Inquiry 2021 will be my Year 12 NCEA Level 2 class. This group of learners were my target group from my 2020 Inquiry. I would like to inquire into whether Academic Writing exemplars specific to Digital Technologies, in conjunction with the 'Explanation Writing' classroom display resources for Digital Technologies, based on SOLO taxonomy, could accelerate achievement in literacy in my subject.


My target group of learners for my Inquiry 2020 were my Year 11 NCEA Level 1 class. I inquired into the process of using the LearnCoach online programs (content) and VTaL Visible Teaching and Learning (workflow) to accelerate student achievement for Tamaki College students undertaking courses in Digital Technologies NCEA Levels 1, 2 and 3.


In 2019, my inquiry is to maximise pedagogical practices (relating to integrated education, and collaborative teaching and learning), to effectively shift student achievement, supported by digital platforms connected to visible teaching and learning.


My Inquiry in 2018, was to develop a VTaL Purpose-Built Innovative Tool, to enable all elements of the VTaL Framework to be accessible to teachers, in order to accelerate student achievement.


In 2017, my inquiry was based on raising student achievement and shifting teacher practice around effective pedagogical practices including Learn, Create and Share. This will be achieved through the development, implementation and monitoring of the Visible Teaching and Learning Framework.

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