Defining TeachMeetNZ

TMNZ key word image (1)TeachMeetNZ is a professional learning community and environment that provides asynchronous and synchronous opportunities for New Zealand teachers to connect, collaborate, create and celebrate with other educational professionals beyond their own school communities.

First teachers build professional relationships by making connections with each other on twitter and google +.

Then they collaborate together as they learn from and with each other on how to use Google Presentation, Google Hangout, Slideshare and other online presentation tools for sharing their work.

Next they create a nano presentation and share an education story, a critical inquiry or an idea that has impacted on personal practice. This presentation is shared with a current cohort where critical feedback is given and received. The practise sessions are recorded using Google Hangout for personal viewing to help with identifying areas of self improvement.

After that teachers celebrate the learning process in a three minute ‘nano’ presentations that TeachMeetNZ curates allowing teachers to leave a learning legacy for the benefit of other educators globally.

Finally a critical reflection including links to professional literature is written and shared with the education community via a blog where again feedback is given and received.

Overall TeachMeetNZ supports teachers professional learning and builds capabilities. Ultimately I  believe that a visibly learning teacher benefits students learning and student achievement. ‘Every child deserves a teacher that never stops learning.’ Something amazing happens when a group of educators connect, collaborate, create and celebrate together. That is TeachMeetNZ.

Hello WordPress

graph‘I want to reflect on my practice but there are so many tools to use. What would you recommend?’ Many times I get asked this question. My response is, ‘ I cannot tell you that, you will need to work it out for yourself.’

Treat your blog like a house, one day you might have to shift and like house shifting there is a huge turmoil, work involved, archiving, sorting and basically getting rid of rubbish, reorganising and a general tidy up. In addition there is the thinking that the new space will be better organised with proper tagging etc.  I have been thinking about my original decision to use blogspot as my preferred choice on and off since 2012 when I began to see wordpress being used and I set up my wordpress account. I hesitated because blogspot is a google tool and Google is the king of the internet, correct? Umm no check out China where the majority of the worlds population live and google does not rule.

I began my blogging journey in May of 2009. Therefore this is my sixth year of blogging. I chose blogger because at that time I had attended a course about setting up blogs and blogspot was the tool used. Again I focussed on the tool and not the process.

My blogging journey has been a bit sporadic as I thought through the process of change. My reflective journey started with a whizz and a bang and then slowed right down as normal teacher life took over.  When I am unsure I find I shift back into what I know rather than tackle the challenge. However every so often I got back into the process with renewed vigour. 2014 was a good year for reflection. I reflected on average approximately one post every two weeks and I want to continue that journey.

Many questions come to mind as I think of changing my reflective tool such as:

  • What about my stats?
  • What about Google being the king of the internet?
  • What about my stats?

With time comes wisdom and I realise, I really do not care about either. Choose the tool for the job and from what I have seen, wordpress is pretty flash. And maybe in another seven year I might need to shift again, who knows? We all know how quickly information gets buried.

This time last year I set up my personal domain using google sites as I wanted a space that curated all that I do. I am still struggling with how clunky Google sites are. I continued to persevere because we use GAFE at our school and I needed to know how to use sites because sites does integrate nicely with drive and I love drive. This time last year too, I had set up a google slides personally for my own information and again when I get asked, ‘Who else blogs? Can I see what this looks like?’ You can check out the curated links if you are interested in reading other kiwi educator blogs.

We are all on a visible journey and from experience I know the importance of leaving breadcrumbs of sharing. I have been looking seriously too at how educators track their learning. The educators who have been active online for a while and whose reflective work I seriously admire, I like the set up of many of the wordpress blogs and I still like many features of blogger.

2015 I am shifting folks. Rather than bring my posts with me, I have archive my past seven years using blogspot. and any interested readers looking for any past posts can visit them there.  My new space here on wordpress will begin too with the registered Teacher Criteria. I have always admired how Stephanie Thompson did that. Through discussion with Virginia Kung, I have been working through what my own system should look like and have set up a tagging system that works for me.

I might relent with some past popular posts and bring those over with me. I am definitely bringing some of the features I liked from blogger and will combine the two blogging tools for a more streamlined look. I will need a bit of time to understand all the tools and create the space I want. So do check back and give me feedback.

So which blogging tool do you use and why? If you are a wordpress blogger, which tools do you particularly like?

Update

Oh My. I managed to export my entire blog from Blogspot and imported it into WordPress. The whole site came over, including all the comments. In addition, the domain name purchase was so easy. All the hashtags imported as categories and I just need to reinput them as hashtags and identify a theme that works and I am in my new space.

O Lau Malu


O lau Malu
‘Talofa lava, malo le soifua ma le lagi e mama. O au o Sonya Van Schaijik. O lou aoga o le aoga tulagalua o Newmarket, i Aukilani, Niu Sila. O lou galuega, o au o le faiaoga mo tamaititi e lua gagana. O lou pito ata mai o le faaogaina o le tekonolo ma tamaiti ma faiaoga.’


E iloa le tagata lona tulaga i upu e tautala ai
My tattoo journey begins with my Grandmother a treasure of our family. She was not blessed with a malu but her mother Simeaneva was. So in my family, the malu skipped two generations. I am conscious that I am the ‘uputi’ of Nana’s ‘laau.’


O au matua o mea sina mai le Atua
When I asked my parents if I could get my malu, my mother’s response was initially why?
My fathers was, are you sure sweetheart. Are you aware of how hard it will be to remove?
I said I am not asking for your permission , but I am asking for your blessing. They both gave their blessing.


O lou tina tausi
My godmother however was totally supportive. She said, ‘Good on you girl. I am so proud of you. If I was young again I would join you.’


Teu le gafa
The why part is interesting. I have huge pride of being Samoan. I am aware that on the outside I do not look Samoan, however on the inside my Samoan blood is thick and pure. I know who I am and where I come from. I know my ancestry thoroughly because I am one of the family genealogists. Through that work, I learnt that my great grandmother Simeaneva Fonoti from the village of Le Pa in Falealii had a malu.


O au mamanu
Before I undertook my malu, I spoke at length with Noel McGrevy who had interviewed Samoan Tufuga and collated their photos and stories. I learnt about the malu patterns and the difference between female and male Mamanu.


Le Mata o le Malu
I specifically asked for some male patterns because of my knowledge and identity. I am a
mother of sons and the atualoa is associated with my two sons. I have a stylized mata o le malu unique to me. In addition, I have the upega as my connections to my aiga, my gafa and in a way the way I connect online.


Tufuga Ta Tatau
When I first approached my tufuga, his response was ‘E ta muamua lou laulaufaiva na ta lea o lou tino.’ Meaning was I committed to my Samoan language and culture? Now when I meet Tuifaasisiga Tuloena Sua, I meet my other father. When I meet any of his other subjects, we are brothers and sisters of his family because together we spilled blood under his tools.


E le o se mea e tau faaalialia
Some Samoans say ‘Show your malu when it needs to be shown’. Only someone with a malu
can really respond to that statement. When I first had mine done, I would flash glimpses of it whenever I could. I was so proud and excited about having being blessed that I wanted to show the world my gift. However with age comes quieter pride. So you might only see it when I think you need to see it.


Process of Tatau
I placed my trust into my tattooist. My body was his canvas. I undertook the pain for 36 hours. six hours per day over six days. My tufuga and I both were both responsible for my tattoo. His is the job and mine is hygiene and taking care of myself during and after the sessions as the skin heals.


A leai se gagana, ua leai se aganu’u. A leai se aganu’u ona po lea o le nu’u.”
-Aione Fanaafi Le Tagaloa
There was a huge responsibility to complete my tattoo because I did not want the shame of a pe’a motu – the unfinished tattoo. With the blessing comes the responsibility to my language and culture. “Without language there is no culture. Without culture, darkness descends’,  Aiono Fanaafi Le Tagaloa


O lau Malu o Mea Sina mai Samoa
There are obligations of being a Samoan tattooed female, knowing what it represents and what it means. For me the malu sums up an old Samoan saying. ‘O le ala o le pule o le tautua.’ The path to leadership is through service. In my school of Newmarket I identify stronger with our historic motto: Not self but service.


Uso ma aiga
A malu is something that’s not undertaken on a whim – it takes focus and bravery. While the
tufuga tattoos you, a ‘solo’ wipes off the excess ink and blood. In addition I was surrounded by family and friends singing along to encourage me as I lay half exposed while one third of my body was being tattooed.


Ta Tatau
As the ‘au’ bit into my skin and the ink forced into the wounds, I could hear and feel the vibration in my bones. The feeling is indescribable. Each ‘Tufuga Ta Tatau’ has a rhythm and I coped with Tui’s rhythm by singing in a monotone to the rhythm of the ‘au’ and had holders grip my head, ankles and wrists.


Le Pea ma le Malu
When I was growing up, I hardly saw anyone with a pea or a malu, However that has recently
changed as more of us take this step of cultural pride. I am Samoan. I have royal blood so yes I have the right to wear a malu. From Simeaneva Fonoto descendents I am one of 5 who has been blessed with a ‘tatau.’


Samaga Pea
We celebrated the completion of my malu with the gifting of fine mats to the ‘Tufuga’ and special visitors. With this is a connection to my Grandmother Matalaoa as several mats came from her funeral via my parents. My sons were part of this process therefore paving the way forward for who they are.


Taofi mau i au mea sina
There are different kinds of malu and you can usually tell by the spacing between the skin. Mine is ‘gigii’. There is not much space between my patterns. A malu is completed when the hands are blessed. That will be the final stage of my malu. My Malu is a covenant between myself and my culture I hope to do that before ‘Tui Fa’asisina’ becomes too old. ( I give a shout out here to my friend Vaemasenu’u Zita Martel who has also been blessed with a malu. She lives and breathes her covenant. )


Falealupo
So where to next, the next time I share with you I will share my digital tattoo and describe my digital journey. Just as the ‘tatau’ journey ended in Samoa at the village of Falealupo in Savaii, so do I end my personal tattoo story with you . But before I finish –
Lea la ou te faalele lou pea malu ma outou e faitau lau tala manatua lou fesili. E ta sou malu?.’

If you want to make contact with Tuifaasisiga Tuloena Sua, here is his contact cell in New Zealand, 021295 6482.

Flat Connections Global Educator


Yuss!! My Flat Connections Global Educator certificate arrived on the last day of 2014 via @julielindsay. I was thrilled to receive it.


What an incredible journey I have had with Julie. Beginning early in 2013 when I was planning my global journey to visit educators around the world. I was able to deviate slightly from my travels and begin in Hawaii because Julie was running a session for global educators face to face. There I worked with a group of total strangers who after one day became friends. We had a lot of fun learning with and from each other.


Then early this year, I heard she was on her way to New Zealand to present as a spotlight speaker at the Google Apps for Education Summit that several of our staff attended from Newmarket School. We caught up briefly before the summit and I attended one of her sessions and again was totally inspired with how she ran a face to face session and was able to motivate so many teachers to collaborate and co construct learning.


Next I spotted her call for interested applicants for the Flat Connections Global Educator accredited course but at the time was feeling a little swamped with all that I had undertaken. So thought I would leave it for another year. However a change in circumstances allowed me the opportunity of joining this round.


Those of you who know me and have worked with me know that there is not much I am unable to do in an online setting. However taking on this challenge was an amazing experience.


I have learnt so much not just with Julie but with my peers in the same cohort. They were @julieswords1 @AnnRooney6 @mblanrun @BonnieHermawan.
By taking on the challenge of taking part with other like minded educators I was stretched in my thinking about online collaboration, I was stretched in my technical skills and I was stretched in time management.


“The Flat Connections Global Educator course aims to provide educators at all levels (K-12, Tertiary/Pre-service, Teacher educators) with resources and skills to go global! This includes how to introduce and sustain global learning into your curriculum as well as how to join and complete, design, implement and manage a global collaborative project. Focus is on connected and collaborative learning using Web 2.0 and other technologies. Weekly workflow and regular assignments and challenges provide pathways for teachers to build confidence to interact globally and to bring opportunities to their schools and classrooms.”


Most of my thinking is underpinned by SOLO Taxonomy and I was excited to be able to step through my SOLO thinking and apply it to Global Learning. A lot of what I have achieved I had previously identified as extended abstract thinking and at that time seemed just out of reach.


Some of the success I have had this year can be contributed to SOLO Taxonomy framing and being activated by the #FlatConnect learning that I had been exposed to. These success included my most popular blog post when one assignment called for a blog post about Global Digital Citizenship and having others comment on it. Another success was setting up a padlet to encourage delegates attending our Uearn presentation to ask questions. A further success was a collaboration with #TMSydney and #TeachMeetNZ and identifying challenges when attempting a project between two countries. In addition I was inspired with a crowdsourcing idea and created the framework for a nation wide educators digital book.


When working with my colleagues to complete collaborative and co constructed artefacts I was able to understand the challenges I will face when I work with children along the same ideas.  


During the 10 week course I was exposed to new ways of communicating, learned new technical vocabulary, comprehended the importance of actively taking part, left evidence of what I had achieved, reflected on my learning, gave and received feedback from my colleagues and was responsible for my own learning. I devised my own way of coping with what was asked of us.


I learnt how to use new tools and revisited old tools but in a different way. A highlight was coordinating a Google Hangout with my colleagues.
 
Where to next as an accredited Flat Connections Global Educator? I am looking for interested educators to join us online at Newmarket School as we lead a Global Project for The initial idea of this project is exploring getting to school safely with a focus on health benefits and turning city planning around – not just keeping pedestrians safe but building cities for pedestrians. So if you are interested in being part of my first Flat Connect Project, then do make contact via twitter @vanschaijik.


Each of the following education documents stresses the importance of working beyond the classroom in a connected and collaborative way.


The United Nations Secretary-General launched the five-year Global Education First Initiative (GEFI) in September 2012 to accelerate progress towards the Education for All. See more at: http://www.globaleducationfirst.org/about.html#sthash.KC6E7cxb.dpuf


The New Zealand Ministry of Education put out a report from Associate Education Minister Nikki Kaye’s 21st Century Learning Reference Group titled Future Focussed Learning in connected communities. This report highlights the importance of understanding Global connections and learning as an educator.


The New Media Consortium states that   ‘young learners need skills to analyze information,
communicate effectively, and collaborate in global environments to solve complex problems.’ under Complex Thinking and Communication.


So if you and your school are looking at a system already set up that helps align the learning at your school with Global Focussed Education then I encourage you to seriously think about joining one of the Flat Connetion’s global projects that run each year.  If your school is serious about teachers understanding Future Focussed Learning in Connected Communities then I encourage teachers to join in and work on their Flat Connection Global Educator Certificate.


For more information you can contact Julie Lindsay directly.
Start with this portfolio website – http://about.me/julielindsay
You can connect with Julie via

Refining and steering a path for 2015


Lindsay, J., & Davis, V. (2013). Citizenship. In Flattening Classrooms, Engaging Minds Move towards Collaboration One step at a time. Pearson.
My 2014 year began with my inquiry and setting a goal of involving staff at Newmarket School with social media as part of personal professional development and encouraging them to build their own personal learning community. Has this been successful you might ask? Using SOLO Taxonomy to frame my thinking, I believe we are multistructural as a school with pockets of staff moving to relational. I say that because we have lists. Lists of teachers on twitter, lists of teachers on the Virtual Learning Network, lists of teachers on Pond, lists of teachers on google +. So what! You may say. However I can confirm that every teacher at Newmarket School has activated an account in these online learning spaces. Therefore as a school we have a strong beginning.
I look forward to the day when staff say, I can’t believe how dependent I am on these tools for learning.
As  teachers make connections with other educators in online spaces we have a few tweeting back. One teacher joined me in a TeachMeetNZ session sharing her learning. Two teachers shared their learning as part of a ministry initiative. Eight of our teachers are on the blogging journey. I have had our principal part of a national digital book project. We had three teachers present at Ulearn. My principal and myself co constructed and co presented at Ulearn. In addition several teachers visited other schools so are breaking out of being cocooned in our school learning bubble. However the challenge I see for 2015 is ‘coercing’ more from our teachers with sharing their learning in a visible way. So if you want to do any more school visits, show me a blog post of why. When you have visited a school, show me a reflection of what you learnt. If you want to attend a conference show me your abstract proposal and when the conference has finished show me your reflection including your slides hosted somewhere.
There is a stunning example of our assistant principal highlighting all her learning and able to show online evidence of where it all has taken place. The key words for us is ‘online evidence’. If I can’t see you or what you have been doing then is this visible learning?  I believe too that face to face professional learning is also important and to make it really explicit, move to the next level of learning and show how the learning has taken place with a blog post, an upload of slides to slideshare or maybe a google doc sharing if teachers are conscious of student data. These are just some of the beginnings of how to share in a visible way.
My coercive goal this year is to get every staff member registered with a reflective blog, take part on an NPS Twitter chat or an #edchatnz twitter chat, create a presentation and share it outside of school either via eduignite, conference presentation or online in an NPS TeachMeetNZ special session. Is my goal too big? Yes it is. But I know I can be persuasive and those of you who have joined me online in some way know how absolutely incredible this experience is for personal growth.  
Connections can be made with our children, their families and our community through sharing in a visible way as can be seen by one of our teachers with a class blog. So by being coerced to doing something first for online learning, then moving through to this valuable level is so much more manageable.
How can we be asking our children to blog, if our teachers are not blogging. How can we be asking for collaboration between our children if our teachers are not collaborating and co constructing between them. The next step for us is online portfolios for our children. Again how can we ask this of our children to maintain a digital portfolio if our teachers have no online portfolio themselves. How can we ask children to give peer feedback if our teachers are reluctant to comment on other educators work.
So Newmarket teachers I issue a challenge to you in a visible way via twitter. Please respond using our #NPSfab hashtag or if you want to comment fuller, then click the link below. You know how much I love feedback.  
By the way ‘Happy New Year!’