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On the 3rd March 2022 the Technology Department had the opportunity to participate in and share various aspects of our teaching and learning in the Technology - Manaiakalani Department Discussions, facilitated by Kerry Boyde-Preece.




As well as sharing an overview of the Technology Department, which you can follow by accessing our presentation Manaiakalani Technology Department Discussion | March 2022 bit.ly/3IDreqp, the Techies also shared in some of the developments within their own Specialist Subject Areas.


  
   
Carol spoke about the range of hybrid learning techniques that both herself and Meryl have been applying within their subject area of Food Technology, which has included practical lessons online (students in their home environments and teachers also in their home environments), a combination of onsite and online in two different venues (students in their Primary school environment, and teachers in their Secondary school environment), and also completely onsite at Tāmaki College.

  

Rob and Andy talking about the different pathways in Building and Construction, and in particular, Rob providing insight as the Tāmaki College Trades Academy, into the pathways and industry connections that the Trades Academy offers to our students.


  
   
Ruby spoke about 'Design Thinking' and how she is inquiring into cultural responsiveness as a way of enabling learners to celebrate themselves and share of their identity and who they are as a part of the learning process.

Marc discussed the literacy work that he had been working on relating to the Technology curriculum area, including examples of the literacy strategies, interventions and learning tasks that he had developed in this area.






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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 is an excerpt from the Professional Reading 
Moreillon, J. (2006). Collaborative strategies for teaching reading comprehension : Maximizing your impact. Retrieved from http://ebookcentral.proquest.com Created from auckland on 2020-05-24 15:11:04.



Although this particular reading focussed around collaborative strategies for teaching reading comprehension, I can see the benefit of some of these strategies to assist learners with developing a better understanding of assessment tasks and assessment requirements.  This can be achieved with having clear, concise 'Checklists', as outlined in the first section highlighted in yellow "Checklists, rating scales, and rubrics, developed with colleagues and in some cases with students in advance of instruction or early in the lesson, establish the criteria for post lesson assessment".

I often provide students with Student Checklists to enable students to submit evidence for assessments.  I will do this with my Target Group of Learners for my Inquiry 2020, and gain feedback from the students on the Student Checklists in terms of determining it's usefulness to the learners.

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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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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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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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