Global Digital Citizenship


The most important variable in collaboration is people. I keep coming back to the phrase that before collaboration can take place people need to make connections. Dr Wendy Kofoed and myself are presenting this very topic at Ulearn.  If you have questions for us you can add them here to our Q &  A Padlet.
Over the past two months, I have been making connections with three groups of educators as part of Connected Educator Month. I have been practising digital citizenship. I have been struggling to make sense of digital citizenship because I believe that citizenship is a strong enough word on its own. Why do I need to add digital in front of it to make it something other than what it is. I want to present this idea at my final Eduignite series where I hope by then my thinking is clearer. Monika @BeLchick1 has agreed to take on the challenge defining Citizenship as part of our #EdBookNZ project and I will be catching up with her soon to find out what she has been reading about on this very idea. Myself I agreed to work on connected educator and you can read about my thinking on connected educator here

In September I joined the second cohort of the Flat Connections Global Educators under the guidance of Julie Lindsay @julielindsay I am aiming to become a certified global educator by the end of this year. The outcome of that would be that I have led a global project and I would have worked with a group of #FlatConnect educators from around the world. I have taken part in several global projects and hence why I coordinate #TeachMeetNZ because here in New Zealand we are in still in the infancy stages of having our teachers working together nationally on national projects. Like the teachers blogs that have surfaced, evidence shows we are still in the early stages of collaboration. I have started to see some evidence of our teachers taking part in global projects with their classes but again I can count that on two hands. Some of that work you can see when I run the second TeachMeetNZ session this month as part of connected educator month.

Already I have adapted the work I do online with #TeachMeetNZ to align better with what I am learning. On reflection I know I have not given enough opportunities for the teams I work with each quarterly to make connections and to get to know each other. This is called a handshake activity. Therefore for this connected educator month I have set up a padlet for my handshake activity because I would like to implement what I am learning.
The first collaborative assignment involves Digital Citizenship –concept and practice? I am working with Ann Rooney @AnnRooney6 and you can read her blog post here on her current thinking around this. Julie gave us the term and a few guidelines as to how to go about carrying out the assignment and the rest is up to us.

So the first thing I do when I am writing is to activate a SOLO Taxonomy rubric and I have chosen an analogy map to help clarify my thinking. You can activate your own rubric from Pam Hook’s site. Virginia Kung, my SOLO  mentor at school  will be proud because that is always the first question she asks me, “Where is your rubric, Sonya?”
From the four years I have been using SOLO taxonomy in my teaching and learning I know that first step is to define my key idea.
So here goes. 

What is Digital Citizenship?
I am reflecting on citizenship through: all those online and offline experiences; conversations shared over scrambled eggs and bacon and through the screen; and books read online and by turning the paper pages.
Pam Hook – Personal Communication over scrambled eggs and bacon breakfast at Altar Mt Eden 3rd October 2014
“Any action that makes a positive difference to the common good can be construed as an act of citizenship. Enabling students to think critically about their own lives and society as a whole is a powerful way of making citizenship visible to them. To develop what Hayward (2012) refers to as a democratic imagination, motivation and involvement, students need a context where they have a voice and feel like they belong, matter and can make a difference. A context where they can value, and act in ways that promote, community and participation for the common good. A context where they can experience agency and demonstrate the rights and responsibilities they have as citizens.” Hook (2014 in Press) – Transport as a context for encouraging skilled and active citizenship) Pam Hook is writing about using the road as a commons – a shared space – as a context for citizenship but her arguments can just as easily be conceptualised through the use of digital technologies.
Pam’s question is: How might we build students’ democratic imagination, motivation and involvement as “digital citizens”?
At breakfast Pam talked about the different types/categories of citizenship – and how these might be helpful in thinking about building digital citizenship – referencing the work of Westheimer and Kahne http://democraticdialogue.com/DDpdfs/WhatKindOfCitizenAERJ.pdf
She asked what each of these might look like in  the context of digital citizenship.  We talked about how these categories might be expressed by students and educators – 

We think it might look something like this (draft thinking only).

Personally responsible citizens:
Participatory citizens:
Justice oriented citizens:
act responsibly
obey rules and laws
volunteer
take skilled and active role in groups that work for the common good
know effective strategies for collaborative action
seek social justice, equity, human rights and moral rightness
take skilled action for social change
know effective strategies for changing existing practice
Newmarket School
Curriculum connection:
Not Self But Service- Newmarket’s first Motto
Newmarket School Curriculum connection: Student Leadership Programme at Newmarket School
Newmarket School Curriculum connection:
Students taking on a glocalisation project to benefit our local environment.
EG:I would like to see here what we are doing to minimise traffic around our inner city school.
Digital citizen example:
Educators volunteer to take part in an online project where they act in ways that will benefit others.
An example here would be the GlobalClassroom chats I have hosted and co-hosted on a variety of topics.
Digital citizen example:
Educators take a skilled and active role in a group that hosts and or organises online projects for the benefit of others.
An example here would be the #EdChatNZ conference that has taken place recently
Digital citizen example:
Educators experience a form of context collapse – and exercise “pedagogical activism” to understand whose voices are amplified – and whose voices are muted or not heard. They work to include in the conversation those whose are excluded by the process and or the technology that enables online projects  – They ask what are the unforseen consequences of online projects – e.g. Postmans questions – who is advantaged – who  disadvantaged and who remains unaffected by online projects – and then they work to find clumsy solutions to address this
eg: where are the Pasefika educators hiding online. I plan to host a TeachmeetNZ totally in Samoan as part of Samoan Language week in 2015.
Digital citizen example:
Students taking part in the Skoodle Badge system (or equivalent) – or using SOLO rubrics for blog commenting – learning how to behave online for the common good
(A teacher has just created a badge system for her class.)
Digital citizen example:
Students setting up a FaceBook group to support other students in their year group – course – church or social group
Digital citizen example:
Educators and students  develop knowledge, skills, attitudes and behaviours about and for
·       technology access, 
·     technical awareness, 
·     individual awareness
·       social awareness
·       cultural awareness
·       global awareness for personally responsible citizen outcomes  
Educators and students  develop knowledge, skills, attitudes and behaviours about and for
·       technology access, 
·     technical awareness, 
·     individual awareness
·       social awareness
·       cultural awareness
·       global awareness for personally responsible citizen outcomes  
Educators and students  develop knowledge, skills, attitudes and behaviours about and for
·       technology access, 
·     technical awareness, 
·     individual awareness
·       social awareness
·       cultural awareness
·       global awareness for personally responsible citizen outcomes  


Flattening Classrooms, Engaging Minds: Move to Global Collaboration One Step at a Time 

Part of purchasing the course book gives me access to further online resources including access to a glossary and this is what this is what I found on Pearson’s resource site.
Digital Citizenship is the ‘Norms of online behaviour. A person practising effective digital citizenship understand the technology and can relate his or her behavioural choice according to social cultural and global norm.’ 

I am not sure if ‘norms’ necessarily captures citizenship – what it is to work for the common good. Couros suggests that – ‘Digital Citizenship needs to concern itself much more with social responsibility and social learning than is currently being addressed.’ Dr Alec Couros  Flattening Classrooms. Engaging Minds, Pg 97
The observations by Couros are supported by the conversations with Hook – see above.
When educators are connected to resources and create learning environments to help students form educated opinions and behaviours for online safety they are acting as citizens – acting in ways that promote the common good. 

There are five areas in which personally responsible, participatory and justice oriented citizens can act to promote the common good in and with online environments. These are: technology access, technical awareness, individual awareness, social awareness, cultural awareness and global awareness. From Flattening Classrooms. Engaging Minds Chapter 5, Citizenship, In the enlightened digital citizenship model. I will take these terms in turn and use them to better understand what I do when I act as a participatory citizen with TeachMeetNZ. (refer ticks in grid below). I note that there are other elements that can be addressed. So already I can see how to make what I do online even better.

Type of citizenship
technology access
technical awareness
individual awareness
social awareness
cultural awareness
global awareness
personally responsible citizen
participatory citizen
justice oriented citizen


Technology Access: Tools for Collaboration. In order for collaboration to take place the educators that I work with must have access to Asynchronous Communications such as twitter, and google+ communities and via gmail because we are using a google product. Communication takes place asynchronously in that the participants do not generally communicate concurrently. However when we move to the live streamed event, we use synchronous tools such as google hangout and even twitter. Therefore communication takes place in real time. When the session is over we move back to asynchronous communications such as twitter, a blog reflection and commenting on each others blog and a wind back of the hangout via youtube. The  educators that I work with develop their presentations using a communication conduit such as google presentation and the group wiki through which ideas flow between themselves and me on their presentation. I can see their slides develop as they are being built and can give feedback. The communication conduit happens too via the google + community and via twitter where we use the #TeachMeetNZ. I have added a facebook page too but at this stage I still find twitter the best place to pass messages through. 


Five areas of awareness

This next part of my reflection involves walking the educators through the process of the TeachMeetNZ sessions and their learning framed with the five areas of awareness that develop as their online learning unfolds.The first term is technical awareness. Educators are faced with a new tool such as using google hangout to present their learning. They generally have a basic awareness of the features and functions of Google Hangout. Many of the educators I work with are also new to wikis and presenting on #teachmeeetnz is usually the first time that they have created a presentation that is Asynchronous.

Next Individual awareness evolves as the educator decides how they will create their slides for sharing with an audience. The first thing learnt is making a copy of the presentation template. They also learn how to respond to a call and learn how to use the tools.  We have three practise sessions before the min event. 

Then during the first face to face virtual practise session, social awareness takes place. I see the educators tagging and linking to each other via twitter and adding each other on google +. I also see how the slides evolve as they personalise their presentation. Some take the slides and totally rehash them, others create their own sequence and I have even had a couple choose a totally different media too to present with. From these experiences I can see my own progress in social awareness develop as I had not even thought of using some of these ideas for presenting. 

After that cultural awareness happens as the educators learn about each other, from each other and understand what they have in common. They make connections with each other via same interests, same education levels, same cities that they live in, and even same cultural background. They find out family facts and put a face to a twitter handle. Some make connections because what they hear about is new learning for them and so generally go and find out more about the topic before the next hangout practise takes place. 

Finally global awareness happens, as the hangout is live streamed and feedback comes in from countries on the other side of the globe. The educators are excited that someone as far away as Brazil, or Spain or Finland stopped by to hear their story. They realise the impact of what has happened. For me the most exciting thing is seeing what happens next. I observe several who have joined me suddenly blossom in online confidence and I see them leading other initiatives and being rewarded with recognition from the education community both nationally and globally. In addition I love reading their blog reflections of the process and several have told me that their blog readership spike after having taken part in a session with me.

Developing a democratic imagination as a connected online educator.

 An awareness of these five areas is the beginning of developing a democratic imagination online – of digital citizenship. These five areas of awareness are like a lens to look at the behaviours we demonstrate online. In SOLO I would call this outcome multistructural thinking. The teachers that I work with know what it means to be online. They are not taught about digital citizenship but through the experience of being a digital citizen – it is through participating in an online project like TeachMeetNZ where they work with educators from around New Zealand and that by living the story, this is an effective process of learning about citizenship. From reading Flattening Classrooms. Engaging Minds Chapter 5, Citizenship, In the enlightened digital citizenship model, the best behaviour filter we have is “the space between the ears of the person using a computer”.  I love this phrase and have used it even with our teachers.

This filter is created through:  

Safety, Privacy, Copyright, Fair Use and Legal compliance. As the teachers create their presentation, they ensure that the images they use do not give away their children’s personal details.  As they mash and rehash resources, they must ensure that what they used has been referenced and acknowledged. From the chapter on digital citizenship I realise that I must stress the copyright sections with the educators that I work with. By taking part in a TeachMeetNZ session they allow their work to be shared on the TeachMeetNZ wiki and with that comes responsibility to their school and the children that they teach. I remind educators taking part about transparency and ask that their slides are visible to the audience using an embed widget.

Etiquette and Respect. The teachers learn about being respectful of other educators and learn how to give and receive feedback. A thought that keeps surfacing is disruption and I think that sometimes in education we live in an online bubble and communicate with like mindedness. Therefore missing the voice that asks us the difficult question. So we can ask the hard questions and still be respectful of the educators who ask us hard questions. In fact I welcome educators who ask hard questions I call them disruptive and use that term positively. 

Habits of Learning: Responsible Management of Online Activity. This section focusses on appropropriate habits of learning in the digital age. It focusses on the students but from my lens I focus on the teachers. TeachMeetNZ is an academic space and reflects an understanding of appropriate behaviour that is different from how the educators interact socially online. Reliability is shown by having an online presence. The chapter talks about the digital footprint and I talk about the digital tattoo because I often make reference to my personal tattoo. The educators are reliable contributors and collaborators in online spaces.

The beginnings of thinking for justice oriented citizenship 


Thinking about representation and flat leadership. It is interesting to note that educators who take part in a Teachmeetnz session with me are all involved with twitter, all have a blog and all have digital spaces that they contribute too. They are leaders on the VLN, early Pond adopters. In addition they have other education communities that they are part of or lead. Personally I call this being an educator and a citizen  It just is. However, they are not representative of the wider community of educators doing great work in teaching and learning – and as connected educators and citizens we must not forget this. The TeachMeetNZ site is still dominated by me leading and I am trying to change that by encouraging other educators to lead. This is happening, but it is not fast enough for me. Using SOLO Taxonomy I can see that use of the space is currently at a multistructural level. The scary part is I can see where to take it to relational and extended abstract. But that is another blog post and that thinking is evolving using SOLO Taxonomy  and because I am involved in this certification process with Flat Connections.

Thinking about Universal Design for Learning (UDL) Hook (personal conversation) asks how we can design online groups and teach meets so that the conversations, learning materials and ideas can be accessed in multiple way – do we provide “multiple ways of presenting materials for learning”? Do we provide “multiple means of contribution – expression and action for learning”? This thinking should become our default design when thinking about initiatives for developing digital citizenship. 


Thinking about literacy and fluency. Language in New Zealand differs. Alongside our Maori Culture we have a vibrant Pasifika Community with representatives from all islands. Being Samoan I notice online in education that Pasefika and Maori educators are few and far between. So I am always on the lookout for Pasefika and Maori educators to join me. Last July I ran a CLESOL focussed TeachMeetNZ and was excited to have representation from both groups presenting with me. In Aotearoa New Zealand particularly in Auckland we already have a vibrant cultural representation so why is this not reflected online in our education circles. Yes it is growing but again is still in early stages. My goal is to run a TeachMeetNZ totally in Samoan and one totally in Maori. So if you are of those two groups you will already know that I have been shoulder tapping you to join me. I am aiming to support a session in 2015 during both language weeks in New Zealand. 

So where is this all leading too?
The post is to clarify my thinking around Digital Citizenship, but I continue to struggle. I think the term lends itself better to just being citizenship – to ask how do we act with others in ways that enhance the common good online and offline? Yes the technologies certainly make our task of collaboration transparent and easier to coordinate but ultimately it is about people. It is about building relationships for the common good and we do this by making connections online and offline and in the between. Easier – is not necessarily better – any time, any place, must not neglect the anyone.
In Samoa I would be asked: O ai oe? O ai lou aiga? O ai lou matai? Fea lou nu’u? or Who are you? Who is your family? Who is your village leader? Which village do you come from?
In Maori we say He aha te mea nui o te ao?  He tangata! He tangata! He tangata! What is the most important thing in the world?  It is people! It is people! It is people!
Image created by students from Newmarket School.


References

Hayward, B. (2012). Children, Citizenship & Environment: Nurturing a democratic imagination in a changing world. Routledge.Westheimer, J. and Kahne, J. (2004). Educating the “Good” Citizen: Political choices and pedagogical goals. American Political Science Association

Hook, P. (2014 in Press). Transport as a context for encouraging skilled and active citizenship. NZTA

Lindsay, J., & Davis, V. (2013). Citizenship. In Flattening Classrooms, Engaging Minds Move towards Collaboration One step at a time. Pearson.

Lindsay, J. (2014, March 1). Digital citizenship: A global perspective. Retrieved October 5, 2014, from http://www.slideshare.net/julielindsay/digital-citizenship-a-global-perspective-reduced-size-32020944

“One world, Many voices.”

Thanks to Siromani for this tweet that gave me such a great opening for this post.

Last night I was privileged to host a #GlobalClassroom chat session with Julia Skinner.

Our topic was inspired by a blog post from Edna SacksonEdna wrote about culture and used the analogy of an iceberg.

The discussion was fast paced over the hour and I was thankful to Michael Graffin for creating a list of questions to help guide the discussion.

I was particularly interested in hosting the session as I wanted to clarify my own thoughts about culture as this is our topic for Newmarket School. The first step in teaching a new topic is to define the term with the children. I already had two sessions with the children and we had begun to make links with what they knew about culture. As my own knowledge was not as clear as it could be I was excited to learn from the discussion. I took time to ponder the various statements by going back over the chat via the storify created by Marnel. So this is what I have created for my definition. Thanks to all of you who took part as I have taken parts of the discussion to help frame my thoughts. Thanks to to Clive Elsmore who creates an archive of all the chats as it was great to trawl the following chats for their gems too.

My definition of culture.
Culture is an iceberg. Above the water we can see national costumes, physical appearances, tattoos and body adornments, food and hairstyles. We can hear language and music. We can smell scents such as spices, food smells and nature smells including the different flower scents. We can taste foods that are sweet, spicy, salty, hard and soft. Below the surface we can feel joy, sadness, excitement, love and respect.

Above the surface is the difference between us all. Below the surface is what joins us together as part of the  human race. Our feelings is what makes us human. It is our treatment of the differences above the surface. Culture is our way of living. It is the beliefs and values of a group of people. It is the beliefs, values and traditions that we practise and celebrate in our daily lives. It is the core values that we all have in common such as respect, trust. beliefs, kindness and love. I think as families and individuals we evolve our own cultural practice to reflect how we are validated or what we learn. Learning about culture is important to accept the reality. “One world, Many voices.” It is about treating those differences that above the iceberg with actions of dignity and respect. It is about communication and being transparent with communication.

Where to next, this week I will be reworking our class draft definition and I can see how I am moving to creating a definition of culture from our school perspective. So again, I can see how I would use the above the iceberg to what we can see in schools as a difference between schools and what happens below the iceberg as a commonality we have with all our children in schools.

Finally, when I frame learning using SOLO taxonomy I use my SOLO mentor Ginny who I go to for feedback. Ginny has suggested I include way of life too and how culture is passed between generations. Therefore the idea from Siromani of ‘One world, many voices’ surmises this. Again Ginny’s feedback suggests turning my thinking upside down and begin with whats under the iceberg and use that to give examples of what is above the iceberg. Those of you who were with us last night, what definition of culture did you come up with?

Follow up, I was interested to see Dr Kofoed, my school principal include this statement as part of our teacher appraisal.
‘To enhance the relevance of new learning, in 2014 teachers will include:
developing classrooms as high-trust environments, where the teacher affirms and validates the culture and identity of each student.’ Love it.

Jiao

 

Scan 3

Jiao

Mandarin Language Assistant.
In 2011 Newmarket School joined the Confucius Mandarin Language Assistant Programme, through Auckland University. This means we have a Chinese Language Teacher who teaches language and culture at our school. Our school is dominantly Asian and as such we believe in the importance of first language maintenance for our Chinese students and that our other students  can benefit from learning another language in addition to Te Reo and English.
In 2011 we had Mengmeng and then last year I agreed to host Jiao.
The first time I saw her I thought, whoa she is tall and skinny as, like about a size O,
However after the first few weeks, I mentioned to my principal that I was a fairly large eater and yet she could match me and then some. She was always hungry. My principal advised me to purchase a rice cooker and that was an excellent suggestion.
Jiao was only supposed to stay with me for a few weeks. However because we were such a good fit, she ended staying with me for the whole year and I am so glad that she did. I am a mother of grown up sons and never had a daughter, so Jiao is like my adopted daughter.
I have so many memories of her
EG: like within the first month, I asked her to clean the bathroom, which was a task that she would do each week.
After her first time, doing the task unaided without me,
She said to me. “Do you know what the day is?”
I replied that it was Saturday and that it was the day for cleaning the bath room.
She said, “I know that but it is also my birthday. This is the year of the dragon and I am a dragon baby so this year is as significant as a 21st birthday.”
I think this major event broke the ice between us because I laughed and said, “Oh my, you will never forget this birthday. You have no cake, no special event, and I made you clean the bathroom. Come on I will take you to the movies.”
And so we attended the first of many.
However, she proceeded to hold me accountable to this event by telling my parents the next day, my sisters and then at school the following week, how I had made her clean the bathroom on her special dragon birthday. So my parents and sisters teased me about what a dreadful host mother I was.
Jiao taught me heaps, like how to make dumpling, introduce myself in Mandarin and the Game of Thrones.
Me I introduced her to bacon and taught her how to cook and bake.
She took to baking like duck to water and made many muffins and cakes to fill up the lunchbox and to share with friends.
Once a week, she would hurry home from school to prepare the evening meal. She used the internet to search out recipes and experimented continuously.
Her favourite meal of the week was Sunday cooked breakfast. She got to sleep in and rose later for the event.
We had a lot in common. A love of science fiction, to a love of our communication devices. She introduced me to the Chinese Social media that she used to keep in contact such as QQ and wechat. I haven’t yet understood QQ but definitely know wechat.
I watched this quite shy quiet, young girl blossom into a confident and organising young woman.
Her first major task was introducing herself in front of Confucius and later on in the year she also gave her experience of being hosted. Both major events made my heart swell with motherly pride.
She organised her travels around New Zealand each holidays and I loved the fact that she did not rely on me to entertain her. She sometimes had friends over to stay.
She had no hesitation at letting me know how she was feeling and her dry sense of humour continuous to have me in stitches.
When she was told that as part of her teaching programme that she would be teaching Chinese dance, I think this was one of the major challenges that she had. She said to me, “I can’t dance Sonya, how on earth am I supposed to teach a Chinese dance.”
I told her, “You must think in patterns and it is easy. Anyway, you have access to youtube so do your  research and you will be fine. “
 
The fan dance she taught our children was stunning.
Jiao ended up thinking that she was quite an expert and that the dance she picked out for the next MLA was so advanced and intricate that I still laugh at the memory.
In 2013 I was selected as a TeachNZ Sabbatical and I toured the world. I told Jiao that I would come and visit her in Shanghai.
This I did. By then she had a boyfriend and was excited for us to meet.
When I arrived in Shanghai I could not believe how beautiful she had become. Her confidence had continued and she had developed into a lovely young woman.
Gone were the trousers and replaced with skirts and pretty sandals.
IMG_3521
She introduced me to her young man Chao and I observed how her treated her. She had chosen well. He was delightful and obviously adored her. He was clever like her and could match her for intelligent conversation. He was very kind to me too. They spoilt me rotten with their time.
profli
Jiao was very proud of the univeristy she attended and she took me especially to meet Professsor Li and a chance to tour the university. She organised for me to catch up with Mengmeng and I was able to meet her husband to be.
One fabulous memory I have is when they took me to visit the ancient town of Xitang in Jiashang county, Zhejiang Province.
Because of the vastness of China, I got to meet her mum and his parents via Skype. They were wanting to meet me in person but because I had a short time, I said I would come back for the wedding.

Make memories and share stories

Last year I shared our story of using the HOT seat forum with our staff at a staff meeting.

Just before the term 3 holidays, I presented at Edugnite Leadership and shared our story with Auckland teachers of using a HOT seat forum on Superclubsplus.
Then our story was shared via TKI on the snapshot for learning.
Soon after that I re-shared our story globally of using Global HOT seats with TeachMeetINT where I was one of 24 educators from 16 countries sharing using Adobe connect.
Now my next step is to increase that circle to a greater audience by resharing this story via my blog and then using twitter to broadcast to an even greater audience.
Where to next, I plan to continue sharing our story when I travel to European countries as part of a TEACHNZ sabbatical in 2013. I plan to make links with other Global educators of primary school children.
Before Ulearn. I attended Pasi Sahlsberg’s session for school leaders. He spoke about the Finnish Education System and why he thought they are placed top in the world for education. He shared his views on equity in education. He shared his ideas about GERM. I made connections with Pasi on twitter so was excited to hear him speak face to face and to hear his stories about his home country. One key connection I made to his story was the importance of first language for accademic success. Here you can download an article I co-authored regarding the importance of first language.
The day before Ulearn12, I attended #GAFENZ. This was the Google apps for education New Zealand Summit. Here I heard educators share their stories on using Google for learning. I made connections with educators who used Google Hangouts but do not think we will be using that with our primary school children. However there is nothing stopping us as teachers using it to share our stories with each other.
At ULEARN 2012, each of the plenaries shared a photo from their school days and shared memories of teachers who influenced them.
Therefore as part of this blog I have located my photo taken in 1972 or 40 years ago. I was a pupil at St Mary’s Savalalo in Apia Western Samoa. My teacher was Miss Laulu. I was one of 42 pupils in standard 2. This was my last year before we shifted to New Zealand. I have that story here on my wiki. I have been in New Zealand now for just over 40 years yet I still call Samoa home. I am nostalgic when I think of Samoa. Which pupil is me? Surely you can guess? Yes I was as fluent in Samoan as I am now. My story on my wiki was the closing plenary presentation for Fagasa in 2002. Yes I shared my story in Samoan

Ulearn12 provided me with opportunities to making connections to some of the stories I heard. Most people will share connections from the plenaries. You can read all about the plenaries messages here in the shared Google docs.
However for me, the highlights included making connections with the 2013 efellows and introducing them to the coreefellows wikispace. In addition when I attend Ulearn I try and attend any Pasifika or Maori teachers sessions. This year this included Janelle Riki, Moana Timoko, Anaru White, and Togi Lemanu who shared blended elearning for Māori and Pasifika Students. They spoke about the importance of pedagogy. I especially made connections with Moana as she spoke about BROfessionalism. I also listened to Togi share his story about Pasifika Learners and the blended model that he used.
I was also privileged to listen to some stunning teachers share their learning.
These included Mary Rahiti and Tania Lako from Sutton Park speaking about Flashing Flipcharts.
I sat in on Tupou Kolo’ofa’i sharing how she uses an active board when teaching the arts.
Other stories included @arti_choke aka Pam Hook sharing about SOLOtaxonomy. 
I would have liked to hear more about the ROW and other global projects. 
I also would have liked to have heard Simon Evans Software for Learning presentation where he shared about our Skoodle Project.
I attended the launch of the Digital Citizenship project launched at the National Library. Already I have begun contributing to this collaborative project.
What ULEARN did for me was to remind me of others and to continue mentoring our teachers in the use of the tools with learning. I am conscious of the space between the nodes concept or as Moana called it BROfessionalism. I also wish to mentor a group of students as they prepare for a Global sharing. From Ulearn I have made contact with other New Zealand Global educators who have been part of collaborative work between countries and primary school children.
My aim is to coordinate a TeachMeet session here in New Zealand using Google hang-outs.

One word I took away from Ulearn was Ubiquitous computing. This is like the Internet of Things. This is machines that fit the human environment instead of forcing humans to enter theirs. 

The message that I take back for my school is ‘its no longer enough to do powerful work if no one sees it.’ Therefore create content to share your stories with other educators.

So where are your stories?