Presenting TeachMeetNZ at Eduignite

TeachMeetNZ from Ulimasao Van Schaijik

Kia Ora, Talofa and greetings everyone.
My name is Sonya Van Schaijik
I am a teacher at Newmarket School in Auckland New Zealand.
My topic tonight is the Joys of Google Hangout.
However it is more about sharing the story around setting up TeachMeetNZ and the people involved.
“TeachMeet was never about technology 100%, it was about the Teach first of all, and the tech was instrumental to achieving what we wanted to achieve pedagogically and never the other way around.” Ewan Macintosh
NZ is aiming for New Zealand Educators to share and the virtual is the online part.
The journey is two years old and began with the Reform Symposium when there was a call for moderators for the unconference.
I agreed to be a moderator and Kimberley Rivett was a presenter.
We used elluminate to present with.
Then in 2012, a call for virtual presenters came via Arjana of TeachMeetInt.
It was a 3.00am session on September 29. The session featured speakers from 16 countries sharing their passion.
After that we had the Google summit at Albany College and I heard Tony Richards speak on Google Hangouts. We were able to see a live hangout in session. I was inspired and the seed started growing.
Next in March of this year, Steve put a call out for moderators for the School Leadership Summit using Blackboard. I offered to be a moderator and looked after three online presentations.
During the second TeachMeet Int, there was a system crash. It was 4.00am. I was 6thin line to present and there had been problems. So I flicked over to slideshare and presented using the audio on Elluminate. The idea was taking shape.
Two weeks later at Ignition in May coordinated by Mark Osborne , I placed a notice up if anyone wanted to trial google hangout and to present a nano presentation. There were 6 people who joined the discussion and I shoulder tapped others.
I spoke with Arjana about using the TeachMeet format and she put me in contact with Ewan McIntosh. He was supportive and directed me to the TeachMeet Wiki and said, help yourself.
We agreed on a date and my team of helpers supported me in ironing  out all the glitches. I am grateful for their help. We live streamed all the training and mistakes. So that they could be rewound and learnt from.
We used twitter to communicate, slideshare and google presentations to share the work, Google Hangout to come together and sort any challenges and wikispace to aggregate and live stream our work.
Any challenges with the tools, we faced together and sorted out together.
The week before the first session, I lost a presenter and the day before I lost another. Both cancellations were for valid reasons.
Ah Huh moments happened. I quickly saw the potential of the tool for learning. I can see the principal recording a message for our parents. I can see school events being live streamed. I can see teachers giving live messages to parents.
The TeachMeetNZ project is the final part of my efellow learning about hyperconnectivity It has allowed me to rethink the ways that teachers can share learning. The project has also allowed me to focus on my own learning and hyperconnecting and developing the face to face connections as is stressed by Mark Pesce.
The format of the sessions involves each presenter with a 3 minute slot. The rest of the participants turn off video and mic to conserve bandwidth.
Questions and comments take place on twitter.
Our second TeachMeet was a lot easier because I knew the tools so much better and the training sessions were focused.  Again I shoulder tapped a few teachers and this time we had observers from Korea and Saudi Arabia.
A good idea is to include the audience almost by acting out a part. For our second session we had a an audience viewing of 89 with some from Brazil and India. This video has already passed 100.
Each participant introduces themselves and sets up and flicks on their presentation. Everyone is encouraged to say where you are from and even what the weather is like. Our second session had presenters fro  Christchurch and Nelson.
I challenge you to have a go.
You get to meet some amazing educators almost face to face.
You end up with a product for your portfolio including a TeachMeetNZ badge.
If you want to know more or would like to be part of the next TeachMeetNZ session using Google Hangouts and if you are not attending Ulearn, then please send me a tweet or an email.
Faafetai lava everyone .
Thanks for your time.

TeachMeetNZ


Today I hosted TeachMeetNZ virtual number two.
It has been a busy and productive day.
As I reflect on the process I can identify links that I have with each of the presenters.
I felt excited with the range of talented educators sharing today and they presented from as far south as Christchurch to as far north as Orewa.

Part of my sabbatical is about personal and professional development and about furthering my own understanding and learning with ICT using SOLO taxonomy. I am passionate about ownership of learning. In particular I am passionate about teacher’s learning. 

The TeachMeetNZ project developed through a variety of events. The first was presenting at TeachMeet International. Then attending a Google Community day and hearing about google hangouts. After that was attending another TeachMeet International and the equipment failing. I was interested in seeing how teachers worked together to problem solve. Finally having a team of teachers help me test and problem solve using google hangouts for presenting.

I identified a vehicle for teachers to share their own learning and to have the opportunity to rewind their learning. From the learning I undertook as an efellow in 2011 I identified that my understanding of hyperconnnectivity  at extended abstract would include developing a virtual sharing space where teachers could have face to face interaction and this would include using hashtags to pull discussion together, using a variety of literacies when publishing and about giving and receiving feedback.

I was better prepared for todays session and had researched some information about each of the presenters so that I could make personal; links with them. In addition, I had the opportunity to preview their presentations so that I could thank them and make a positive comment at the end of each nano presentation. When I rewind my feedback, I find that I could be saying more so will use this for next times learning.


So where to next, today confirmed that I am still focussed on the tool and that I must provide an opportunity for discussion between the presenters.







Ignite- Hyperconnectivity

 
Talofa lava and greetings to everyone
I am here to share with you my learning on Hyperconnectivity.
This journey began with my learning for efellows 2011.
Efelllows are a group of educators who have been selected nationally by CORE Education. The CORE Education eFellowship Awards recognise innovative e-learning practice by New Zealand teachers.
In 2013 I have won a TEACHNZ sabbatical to continue my investigation. I am using this opportunity to meet global educators face to face.
So Hyperconnectivity. Mark Pesce says that it is access to inconceivable amounts of information. Hyperconnectivity provides a platform for a breadth of situational awareness beyond even the wildest imaginings of MI6. I have added- it is about being tethered.
Our children are born with a digital footprint. Even before birth there is online evidence as their proud parents upload their foetal images to social networking sites such as Facebook. Currently New Zealand has more mobile devices than population.
The social web allows access to inconceivable amounts of information. Early users generally put it all out there. From pictures, to videos to personal information. Currently the greatest uptake of use of social media is the over 35 year olds.
All this technology is like a tidal wave. It isnt coming. It is here now. To counter this wave, we must take the same technology as our children, use the same tools as our children. Some of our learning lies in the network not in opposition to it.
Last year we used SuperClubsPLUS, an online social networking tool for children to bring together a group of schools. We hyperconnected on line and we connected face to face in real time.
This year we connected globally via the BBC World Assembly.
When we come together and share, whanaungatanga happens. Connecting globally can extend our sharing in a positive way. As a school we are more conscious about not limiting what we are doing to within our 4 walls.
Last year as a staff we trialed Myportfolio. The greatest benefit with Myportfolio is sharing our teaching and learning practice. Myportfolio allows us to make hyper-connections and to work hyper-collaboratively.  This year we have added the Virtual Learning Network to our list of teacher tools.
The efellows award allowed me time to step back and look at what I was doing with e-learning. The award provided access to experts in the form of presenting my message and in the form of social media. I was able to take time to visit other educators and to hear what they said about Hyperconnectivity.
The award also gave me the opportunity to ask and explore some challenging questions. One was If I could see myself in the mirror- would I like what I see? Another question was with all the Hyperconnectivity that is taking place in our childrens lives, what are they giving up?
Being hyperconnected is an important part of life for many of our children. Many are permanently tethered with their own device. Tethering also gives the concept of helicopter parenting. For example with the use of Hyperconnectivity children can be tracked using GPS systems. We can track not just where they go physically but where they go online. Tracking also can be cyberstalking. How many of us as do this right now using instagram or twitter?
Hyperconnectivity gives us global connections and opportunities for global collaboration and sharing. But it also give us opportunities to trace and track. This is not just limited to us but anyone with a connection.
What about the space between the hyper nodes. Ulises Mejiasmakes reference to the space between the nodes and if this is ignored it is like a fish ignoring the water that it swims in. The space is what supports the nodes.
As an envro school we can make analogies to ignoring the space because we know that the environment is what supports us living.
As educators we must be aware of the tools that are being used. Find out and understand the legalities around working with children online.  At the same time allow and create learning opportunities that do not always need wifi connections, tracking or testing.
As part of our curriculum and policies do include activities that might not be benchmarked but yet create other connections and collaborations.
Include staff activities that are fun. Yes include Hyperconnectivity’ tools but as much as possible emphasis a balance that learning is fun. Connecting and collaborating also includes face to face experiences. –eg: I make reference here to Ignite sessions.
We as much, as our children, also need the space where we can be totally ourselves and not be connected. The value of silence is obvious to us. Just as being hyperconnected is to our children.
These are the people who have greatly influenced my thinking about Hyperconnectivity. Mark Pesce who introduced me to the term Hyperconnectivity, Steve Wheeler who I have been following on twitter for over a year. Ulises Mejias  who helped clarify the space between the nodes.
Larry Cuban who asks the hard questions regarding technology and education and questions the expense in dollars and in time.
Sherry Turkle and Pam Hook who just keep asking the hard questions.
To finish with…. Hyperconnectivity and the space between the nodes
Social software can positively impact pedagogy by inculcating a desire to reconnect to the world as a whole, not just the social parts that exist online- Ulises Mejias
You can hyperconnect with me online or make connections with me face to face.
I would appreciate further discussion around this topic.