Personal Professional Practice

Failure is not falling down but refusing to get up

Sonya Van Schaijik Ako, ALLiS, PTC 04 , ,

tpdl

Introduction

Yesterday I took a bit of a risk. Yesterday was the day to share my inquiry around Chinese language learning with my year 0 and 1 children and teachers at Newmarket School. We were asked to create a Task Based Language Activity, teach it, evaluate its effectiveness and present our learning to our colleagues in the EDProfst360 TPDL Course. I had extra pressure of having my principal invited to come and hear my learning and of course she accepted and was there. My learning about the task I created was how I failed and the learning I took away from this. So here is my presentation and story.

  • wǒ xìng Van Schaijik
  • wǒ jiào Sonya
  • wǒ shì xiǎo xué  lǎoshī
  • wǒ zài Newmarket xuéxiào jiào shū

Background

My class is made up of forty four year 0 & 1 students. I take them for thirty minutes once each week. The class is made up of 22 year 0 students and 22 year 1. Of these ⅓ are Chinese speakers of varying proficiency from new learners of English to having some words. There are two teachers who work in class with me and we are all learning together. However because I am in the TPDL programme I am the teacher preparing and leading the lessons. My own language of Mandarin is minimal and I am in my second semester of learning Mandarin. I am also teaching the language therefore my proficiency is developing.

Where did the idea for my Task Based Language Activity  come from?  

Earlier this year for my first assignment, I researched Rod Ellis. I  developed the learning task using a PM reader. I was really clear in my approach and rationale behind the lesson. I spent ages on the artefact so that it all worked well. I called in a proficient L1 speaker to help with the resource. My understanding was the task should have worked.

Information gap.

So I carried out the lesson with the whole class. The task was mostly receptive and did not require much language demand because the children were already familiar with colours and where is (zài nǎ lǐ)

红  叶 子 在 哪 里
hóng yè zi zài nǎ lǐ

They just needed the new word yè zi meaning leaf.

I deliberately chose a PM reader that most would have already read in English so there was little language demand.

I wanted the children to fill in the missing colours by looking at the picture of the leaf. I believed that they would easily accomplish this simple task and the lesson would be a great success. 

However I experienced a disastrous outcome. I felt that nothing was right.

Justification on my disaster

So I reflected on the outcome.

  • Why was the task all wrong?
  • Maybe the timing was wrong.
  • My expectations were too high.
  • I did not have enough language knowledge to carry out the teaching of the task.
  • Maybe the children were just playing up for me this particular day.

#Smallvoice

Then a niggling doubt surfaced. Maybe my designed task did not not fit a task based language activity.

According to Rod Ellis, a task has four main characteristics:

  1. A task involves a primary focus on (pragmatic) meaning.
  2. A task has some kind of ‘gap’.
  3. The participants choose the linguistic resources needed to complete the task.
  4. A task has a clearly defined, non-linguistic outcome.

Yes there was meaning because the children could see the colours and hear the language.

But there was no gap because I was teaching whole class, all children could see the task. I misinterpreted Gap as a Gap in knowledge, rather than a gap in communication. 

I did not give the participants an opportunity to choose the linguistic resources in order to complete the task because I had colour coded the vocabulary I expected them to use.

The task did not have a clearly defined, non-linguistic outcome. Instead I expected a focus on form.

Evaluating the task

I could not evaluate the task because I did not have enough evidence. I did not allow the students to use all the language they knew and or are learning. Instead I expected them to use just the ‘target language’ of the lesson. Therefore I had little evidence of output.

Time was against me as the term’s end was approaching fast. So instead I gave up on this activity and left the idea of task based language teaching for a few weeks. 

Instead I concentrated on more focussed input such as building vocabulary and building simple sentences by having the children continue to learn formulaic sentences.

I used more songs to give sentence frames and structure for language. I read more around the criteria of a task.

The impact of designing this task on my teaching

With failing comes reflection:

  • Reflecting on practice and where to next;
  • Discussion with colleagues how to improve the task and using my colleagues and their teaching skills; 
  • Refocus Task Based Language Teaching and ensuring that pretask, task and review are ongoing;
  • Refocus on learning formulaic expressions;
  • Refocus on my own language learning and registering for semester two of learning Chinese;
  • Focus on allowing the children to use all the language they knew and or are learning and opportunities to develop greater complexities of the target language such as using connectives or time order words.

Try again but adapting the task

  • Will the activity engage learners’ interest?
  • Is there a primary focus on meaning?
  • Is there a goal or an outcome?
  • Is success judged in terms of outcome?
  • Is completion a priority?
  • Does the activity relate to real world activities?

Focus on Input

So I spent most of term three focussing on input because the children still required plenty of exposure to LI through input before I can expect output. Therefore I focussed on smaller group teaching with the teachers focussing on language input. I was lucky enough to have an L1 parent join us as support and she was a fabulous L1 model and help. We also had a teacher in her final year of training who had the mindset and was willing to have a go. So with our forty four students we had 5 adults. I continued to use youtube videos as a model for L1 and created several visuals with images that would help with receptive input because most of our children are still developing basic reading skills. I focussed too on less whole class teaching except for the pre task stage.

The impact that ‘failure’ had on my students

Initially I was gutted and felt like giving up. I was tired and disheartened and I know that by my third TPDL observation I had more than had enough of my own learning.

But as the Chinese saying is

失败不是倒下，但拒绝起床。
shībài bùshì dǎoxià dàn jùjué qǐchuáng
Failure is not falling down but refusing to get up

So as a thinking teacher who is always reflecting I looked for opportunities to bring in the expertise of the teachers I work with. I completed another assignment around the key concepts relevant to intercultural communicative language learning. This gave me another pathway to think outside the square and try something even more amazing.

Our Chinese Language and Culture Week at Newmarket School

So I approached our management team and asked for the opportunity to develop a week long series of events that focussed on culture. I applied to the Asia New Zealand Foundation and won a grant to help with the weeks event. I planned for several cultural events such as the kinds of games that children played, a calligrapher who shared his skills and who I was able to get through the support of our deputy principal and her connections with Confucius, a guest speaker who wrote a book about the history of Chinese Market gardeners to New Zealand.  I thought seriously about opportunities for language output and was especially excited because my focus classes of year zero and one would be hosts for the upcoming school assembly. I ran a small speech competition with a focus on students who could use connectives and I also looked for students who could recite a poem because I knew that they would have to carry out research to do this. Classes were invited to compete a Chinese art artefact and in order to do this I knew that the teachers would have had to research into some Chinese history and to find out about the art before they would do this. I asked all classes in the school to learn a dance and to learn three songs in preparation for the assembly and they did. My own Chinese dance group were given another opportunity to present and this time I ensured that they had dance costumes so they looked stunning.
The highlights are published on our Newmarket School’s Facebook page. The highlights for me were:

  • Seeing the little children talk to a kindergarten in China via WeChat and singing Twinkle Twinkle little stars together;
  • Seeing the parents come in to help with in class activities;
  • Seeing the delight at the whole school partaking in mooncakes during Mooncake day;
  • All classes learning a little bit of culture and language;
  • Our fabulous guests;
  • Our senior students leading the games events each morning tea;
  • Of course my absolute pride at the fabulous team lead assembly from the 5 and 6 year olds.

Balance

You might fall down seven times and maybe on the eighth time you might have your balance. As I reflect on my language programme I must balance meaning focussed input with meaning focussed output. I must balance  Language Focussed Learning with Fluency Development. This delicate balance enables more student centred, meaningful communication, and provides extra-linguistic skill building. I must continue to provide real world activities and tasks that are familiar to the students such as our WeChat session and our fabulous week long celebration. Our recent week highlighted that our students and staff were engaged which may further motivate them in their ongoing language learning of our target language as part of the ALLiS project.

Celebrate the learning

Finally look for opportunities to celebrate the language learning. Use the tools to capture the output such as video or iRecord. I have a big week ahead of me as I publish our celebration for our school website. I have a group of students who I will record their poems and introductions for our learning resources. I have a book that needs publishing in both English and Mandarin. I have heaps of people to send thank you letters to that helped make our week amazing.

So my failure ended up being hugely successful for my children and my school. I am always looking for new ways of forced output for our children. I have managed to convince our junior school team to take big steps in term four. They have all signed up for WeChat as we explore new ways for making connections with our families. As a team we have signed up for K-2 Flat Connections project where they will work with schools around the world and look at new ways of learning for our children. The project is called ‘Building Bridges for Tomorrow‘.   Our teachers will be exposed to new tools and the chance to think in new ways because technology has a way of forging past the traditional junior school teacher modelling books and the traditional walls of sharing student learning.

A week in the life

Sonya Van Schaijik PTC 04 , , , ,

Hehe, I am guessing you thought I might be sharing my week! Well not this time.

Last year I completed my Flat Connections Global Certificate under the guidance of Julie Lindsay. This year, I have a small team of students involved in a global student project called ‘ The Week in the Life. 

I am working with a team of global educators from Australia, Bulgaria, Thailand, Nepal and the USA. So 6 school, 12 educators and 23 Global topics and 146 children.

As educators we meet with Julie approximately once a week. In order for us to achieve this across the 4x time zones some of us have to really step outside our comfort zone and learn heaps of new tools, accommodate time zones  and heaps of new ways of doing this. We learn across several digital learning environments and my big one for this project is Edmodo.

When I join the educator’s meeting the time is usually from 11.00-12.00pm on a Thursday night. By 11.00pm I am nodding and trying to keep awake as I usually try to be in bed by 10.00pm as I am up the next day between 5.30 and 6.00am.

This week, Julie was away and I put my hand up to run the group meeting. I joined the ‘Week in the life’ group group after it began and wanted to contribute as I feel like I have been lurking around the edge and watching.  I am experienced at running Google Hangouts and for this session I was determined to learn how to use Fuzemeeting. The notes set up for me were fabulous and it took a few sessions to get around the tool. Probably the only challenge I had was sharing a Google Doc. To overcome this I popped the link into the chat bar and had been advertising the link to the group.

I was probably so focussed on learning the tool, I forgot the importance of broadcasting and reminders about the session.

However I have learnt the importance of creating evidence from meetings so that there is always an archive for those who were not there.

I have been in and out of Edmodo for many years but could never quite get my head around it, Probably because I have never had anyone to play with. However with the other FlatConnection  teachers on the site I have plenty of support. As soon as I saw the way Edmodo worked I immediately invited our senior school teachers from Newmarket School into the Edmodo environment and they are flying with their classes.

Again the benefit of joining a global project. We learn about other ways of learning with our children.

Over this past week my Travelwise team have been busy with their school leadership roles as Travelwise students. They raised money for our friends in Nepal who have been in the earthquake, therefore making a real link with real children affected by a natural disaster. They have been chatting to them on Edmodo and finding out how they have been affected. I mean how more real can the learning be? My school sent through our contribution and Brian immediately responded that it had been received and what they would do with it.

Last night I met John from Thailand Face to face via Fuze and he has been helping me and my students join the right groups on Edmodo. He asked for my help with popplet which I thought was amusing. I have used popplet on ipads with some children but have never coconstructed a live popplet with a group of learners before. I said I would help where I could but really we are learning together. Sometimes when we work with under 14 year olds we find ways of working the system as we do not want to be gatekeepers for learning.

One way of ensuring our students and teacher’s safety at Newmarket School is to always have more than one educator from my school on any digital learning environment.

In Edmodo our children have been split up into the various teams and they are working with children who they have never met face to face. Again citizenship comes into the ongoing discussions. If we are able we will skype with other classes however at this stage, it might only be our Australian team because the time zone is a real challenge. I guess we could leave video messages and that might be something that I work on this week.

A big challenge that I have with what I am attempting is that the children I have trialling this project is a small group of school leaders. I meet with them once a week in their lunchtime as part of our work. If I was able to incorporate ‘Week in the life’  as part of their class learning, then we could really fly with this project. I have spoken with their teachers about allowing them to do some of their investigation during their Discovery Fridays, Yet at this stage, as a team they are also exploring what this would look like. When they move into asking questions around global themes and how this affects us locally, glocalsation, then I know they are ready for moving into global projects.

This week I showed the Travelwise children what the children from the other schools are already doing with popplet. Again some of the Flatconnections  teachers have the popplets all set up and some do not. So some of my group are learning with their global lead teacher.

I was working with Edmodo in one of the classes this week with a younger group and their teacher had ‘got’ Edmodo. She had added a link to a youtube clip and set up questions as part of an Edmodo assignment activity. I thought that was extremely clever. When I checked back today, the whole class had already responded. Therefore I will incorporate these ideas into some of my Flatconnection Edmodo posts to help generate discussion.

Where to next for me, I need to support my Travelwise students with adding to their team popplet and begin preparation for their voice thread activity. I want to pull in the rest of Newmarket School staff into Edmodo. As part of my personal inquiry I need to keep adding feedback on teachers and children’s comments and blogposts to encourage the ongoing work we are doing with digital learning environments at Newmarket School. I have to keep up with the curation of our teacher’s and children’s spaces as this helps drive the learning. Finally keep suggesting ideas for teachers about keeping their own learning visible.

If you want to know more about Global Education then join the programme. There is another intake happening in June.

Here is a link to my space on the #Flatconnections Ning.

If you want to know more about our learning spaces then visit our blogs 

Curating WELS15

Sonya Van Schaijik PTC 04 , , , ,

I love curating links, lists and photos.

What an amazing couple of days of learning I spent last week with my principal Dr Wendy Kofoed and Assistant Principal Virginia Kung to attend INTASE – International Association For Scholastic Excellence held in Singapore.

https://www.facebook.com/intase.org

The Newmarket School team were set the challenge of getting a selfie with their masterclass presenter and to tweet it out. This they did.

wels15

Here are some fabulous reflections coming through from the World Education Leaders Summit.

(Thanks Neil for putting them on your blog.)

Here you can check out the twitter list of the educators tweeting about #WELS15 created by moi. Check the number who tweeted because over 1000 educators attended globally.

Jon Bowen created Prezi diagrams title Lead and Redefine Future Schools and they are awesome.

Andrea Stringer curated all the tweets using Storify. She was watching the twitter feed from afar.

Here is the list of speakers.

These were the topics they covered

  • Principalship
  • Middle Leadership
  • Innovative Leadership
  • Educational Technology
  • Self Organised Learning Environments
  • Professional Learning Communities
  • School Social Capital Building
  • Highly Effective School Culture Building
  • Creating Equity
  • Curriculum and Assessment Planning
  • Global Future Leadership
  • Change Leadership
  • Leadership Productivity Tools

Here is my favourite photo from the conference. The photo highlights three educators having fun learning together.

wels2

This post is multistructural because of all the lists and I must include that  we met Stephanie Thompson and her class. You can read Stephanie’s blog post about our visit.

steph

Summary

The three travellers had an amazing learning time and the dialogue that took place was incredible.

My list of takeaways from the conference

  • Keep pulling teachers to share their learning and water the flowers.
  • Keep up with my reflective writing.
  • Continue to have disruptive conversations
  • Look after myself better as a leader.
  • Keep up with global learning with the children.
  • Continue to gather evidence of children’s learning in disruptive ways.
  • Keep asking questions that are ungooglable

Critical friends

Sonya Van Schaijik PTC 04 ,

As an experienced educator I learnt from some of the best. One of which is my dear friend Patisepa Tuafuti and the other was Anne Saunokonoko.

Pati shows by her actions that she grows leadership. One of which is standing back. She would push me hard to do things well out of my comfort zone and then be there to celebrate with me when I ever did anything amazing. But again always in the background. She never takes credit for achievements and always focussed on the group success. I cannot count the number of times she has shared successes with me and often put me in the limelight. But really it is her driving force that has achieved the outcome.

The other is an old principal Anne. Anne would say, “when you are successful, we are successful so go for it Sonya.” When I would quibble at attending another professional development session particularly concerning ICT, she would remind me with, ” Its not what you get out of the session, but what you contribute.” Staff at my school will now hear me use the same words. At the end of most training or celebrations she would be there for me to recap with and she would gently nudge me into trying something else new. Now I would call that downloading and rewinding strategies with a critical friend as part of reflection.

I often observe presentations and watch who is hovering in the background like a mother hen. More recently with social media I observe who is broadcasting the success of their teachers. Yes that person could be at the front in the spotlight. But often you watch them hovering to ensure that the sessions go well and only step in when needed. They are there to help celebrate their teachers achievements and to be the person to recap with and help identify next steps.

At the same time we all need mentors. We all need someone we can download with and rewind our learning. We all need someone who helps us identify our next steps. Some schools use the term critical friends because often they ask the hard questions. They provide opportunities for staff to step up. They are the ones pulling the staff forward to take a jump into unfamiliar learning.

In your workplace, who do you identify as your critical friend? Who is the staff member who pulls staff hardest out of their comfort zone? Probably those of you who are reading this, it is you. If you are arrived via twitter or if you are from my school, then you are my one of my critical friends and you know me, I welcome discussion. Click below.

The term is nearly over

Sonya Van Schaijik PTC 01, PTC 04 , , , , , , ,

Reflection near the end of term allows me to sort out my thoughts and helps me make sense of the speed that sometimes happens in my thinking. This post is a way of sifting through how I am thinking.

 

Science

Science at Newmarket School has many links. The school has recently completed a science contract under the guidance of Susan Heeps. Last year Virginia Kung and her work with science was featured under the Future Focused Learning site.

During the recent #TeachMeetNZ meets #Science session Belinda Hitchman @BelindaHitchman from Newmarket School shared her work that was carried out in regards to using coding. She explained the links between understanding coding and understanding science. Recently I led a #scichatnz live twitter chat. You can read about the how the session was developed on a post on the Scichatnz blog.

The TeachMeetNZ meets Science session was a collaborative process between myself and Catherine Battersby from the Science Learning Hub. However what began as a duo chatting face to face soon became a full group of science educators making connections on twitter and google +, creating a presentation to share in a google hangout, learning and supporting each other with the tools, celebrating during and after the event and then sharing via a reflective blog post for the education community. As part of my collaboration with Cath I was interviewed by Melissa @NZScienceTeachr on behalf of the New Zealand Association of Science Educators. You can read that interview here.

Using Social Media for learning

My goal this year is to understand how social media works and so I have been investigating how everything links across platforms and how traffic is driven. I observed the TeachMeetNZ youtube channel with interest and was particularly interested in the way the channel took a spike during each session and then how this was sustained over a period of time after each event.. Through my online involvement  I stumbled across Thunderclap which is a social media tool that allows broadcasting across several social media sites at the same time. A thunderclap was activated to help broadcast the TeachMeetNZ Science session and also  to see how traffic was driven. In addition I set up tickets in Eventbrite and could identify the integrations that this site has with Facebook, Twitter and instagram. In addition, I have reactivated my Mailchimp account that has been dormant for a while as this allowed access to subscribers to events.

I used the TeachMeetNZ meets Science session to play with many of the social media tools.

 

TeachMeetNZ goal

Recently I had a discussion with Julie Lindsay and she asked me what my goals were for TeachMeetNZ. My  goal for TeachMeetNZ is for the process to continue to evolve. I have identified that my work with teachers and the site is moving into relation thinking using SOLOtaxonomy because each year I have had a teacher take on the task of hosting an event. Therefore other educators are making the link of the importance of teachers sharing their practice. A few other educators have indicated a willingness to host a session. So far I have had Tim Gander hosted a TeachMeetNZ meets PE, Steve Mouldey hosted TeachMeetNZ meets Geography and now Cath Battersby hosted TeachmeetNZ meets Science. Coming up there is a session for Samoan teachers and a session for Maori teachers. In October Matt Esterman has agreed to cohost with me again as we run a second ‘Across the Ditch’ TeachMeetNZ where we combine TeachMeetNZ with TMSydney.

The real goal of TeachMeetNZ is about educators making learning to network and make connections with each other outside their school bubble and having fun learning collaboratively.

 

Youtube as a vehicle for sharing continues to evolve and for the next topic focussed TeachMeetNZ  I recommend a drop in presenter numbers and having a larger support team. For example having a separate time keeper then enables me to move silently in the background and concentrate on cameras and sound. In addition having the twitter broadcaster join the hangout and even have a live blogger record the event in progress. It does take time to train a team, however the event quality is worth it. For the next subject specific TeachMeetNZ these recommendations will be put to the host because ultimately the session is for a teacher to practice reciprocity and help with coordinating and running the session.

 

Leaving a legacy

TeachMeetNZ is about teachers leaving a legacy for the education community. This can be in the way of twitter microblogging and being curated using storify, it is in the youtube clips, the slides that are made available to the community via the wiki, it is in the reflective blog posts that eventuate about the sessions and the process.

Where to Next: 

Currently  TeachMeetNZ educators create their own presentations on something they are passionate about. Each session is about bringing a group of educators together to make connections with each other online and to share their learning.

Using all of my own learning frameworks, I have identified that my next big step using youtube is all about collaboration. I am planning for teachers to work together and create an artefact like I learnt how when becoming FlatConnection Certified. Through the work I do with Pam Hook, I have identified networking to learn as thinking relationally because teachers working collaboratively together strengthens their understanding about making links with each other and with a topic.

If an artefact is co-created  then abstract thinking is extended. This was highlighted in the edbookNZ project that happened during Connected Educators month. The educators taking part informed me that they had more fun learning with each other during the process.

 

Teachers collaborating and networking to learn

So the edbooknz collaborative site is ready and I have put my hand up to organise and coordinate this during Connected Educator month in October. I will use all my learning around social media and educators to drive this years #edbooknz project. It will be wiki based so all learning will be public. This will drive extended abstract thinking because many educators come together, make links and cocreate a product in live time and with a realtime audience.

 

Final Question

Will you say yes to this collaborative opportunity? Will you allow your learning to be on display in real time? If you are keen to be one of the team leaders, then let me know.

Flat Connections Global Educator

Sonya Van Schaijik PTC 04, SOLO Taxonomy , , , , , ,


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

Sonya Van Schaijik PTC 04 , , ,

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!’

Before collaboration teachers need to make connections

Sonya Van Schaijik PTC 04 , , , , , , ,
 
When Core Education put out the call for abstracts I already had some ideas because I was gathering information around the use of social media for educator learning at Newmarket School. You can read the abstract here. When Wendy heard that 4x staff members were working with me and wanted to go to Ulearn she thought she would like to travel and be with us. I reminded her about our unspoken policy that if you wanted to attend a conference then put in an abstract. So I suggested she co present with me and that is how this collaboration began. We had been debating connections versus collaboration and so that became the focus for the presentation.  ‘Before collaboration teachers need to make connections.’


I have researched the topic since the beginning of the year and wrote a blog post recently to clarify my thinking. The post was called Connected Educator and you can read that here.


Then for over a month I gathered all the images together and created the presentation. When I build a presentation I have the abstract beside me to ensure that the talk reflects the abstract.
 
Next over the past fortnight Wendy and I worked collaboratively using google docs to bring all information together. Some of the challenges I find when presenting with Wendy is she likes to fiddle with my slides. We had agreed that we would have the same number of slides and the same time to talk. However I know she does like to talk so it takes all my monitoring to ensure she stays focussed on the topic and talks to the slides. She thinks I am too controlling and not open to being flexible. Yet because I have been coordinating TeachMeetNZ and have prepared and presented at Eduignite many times I do have vast experience of presenting already. I work hard to ensure that the presentation flows and that I adhere to time. So in all it is a lot of fun. I know when the teachers come in and hear us discussing academically, sometimes in raised voices, they must wonder what is going on.


Finally on October the 9th I presented my inquiry of Connected Educator at Ulearn 2014.  Dr Wendy Kofoed my principal was my co presenter, however that did not really happen. as you can see from the Core Education video below  it appears that I was Wendy’s co-presenter.
This is the third time that we have ‘co-presented’ and each time Wendy does take over the session. I do not mind because I feel proud that she is willing to be disrupted and be disruptive. It is a lot of fun having disruptive conversations. I was delighted to hear Wendy finally put aside 21st century learning and speak about learning and finally put aside Modern Learning Environment and focus on the learning environment. George Couros stated that ‘Innovation often comes from conflict and disagreement, not in an adversarial way, but in a way that promotes divergent thinking. The idea is not to go with the idea of one person over another, but to actually create a better idea that is often in the middle of the two ideas shared.’ So as you can see and hear our ideas around connected educator has evolved and we have a much better definition of a connected educator.
 
Here is our presntation.
Some of our written feedback missed the notion of disruptive educator and thought that we spoke negatively about Modern Learning Environments. I am happy with that comment because it means we have planted a seed.
Here is the link to our padlet that we sent live a fortnight before the session to activate discussion. http://padlet.com/ulimasao/connected.
I want to finish with a short paragraph describing how amazing these few days were.
Wendy and I were chosen to be live streamed so that was a first for me. We took down two teachers from Newmarket School who were also presenting. I was very proud of them. I attended the Core Education efellows 10 year anniversary dinner and caught up with other efellows. I danced at the annual Ulearn dinner. I met heaps of amazing New Zealand Educators. Then cheered when Core announced the efellows15 because three have presented with me on TeachMeetNZ.
Where to next. Well next year Ulearn will be in Auckland city and because this is our city I think it would be the most amazing thing if Newmarket School all attended Ulearn and yes, I will encourage even more staff to put in an abstract next year.

Wendy and I are involved in Connected Educator Month #CENZ14 and are in the process of collaboratively writing a digital bookLET. You can read about that here.
And to disrupt Wendy more so that Future Focussed Learning just becomes learning.

TeachMeetNZ CENZ14 A

Sonya Van Schaijik PTC 04, SOLO Taxonomy , , , , , , , , ,
On Saturday 4 October 2.00- 3.00pm (UT + 13 hrs)
We had a special session for Connected Educators Month.
This year a collaborative calendar for October will connect thousands of educators who will be able to engage in free (and freely given) professional learning events, communities and resources.
For more information do visit the the Connected Educators Website www.http://connectededucator.org.nz/
TeachMeetNZ session and our team of Connected educators from around New Zealand join in as part of the http://connectededucators.org/.
This 45 minute recorded session can be accessed live from  
Participation is free for all attendees. We will have a Q & A section for the audience. Feel free to submit any questions before the hangout. You can follow the twitter stream using  #TeachMeetNZ
Session Host: Sonya Van Schaijik
Twitter Broadcaster: Mary Robinson kept the tweets going and we have over 200 tweets in that hour. You can read that here on the storify. http://sfy.co/gvH1
Live blogger: Richard Wells did a fabulous job of live blogging the event.

Time Keeper: Karen Melhuish Spencer did not need to remind people about time as we had already been rehearsing.



Presenters Name
Topic
Twitter
Google +
Sam Hocking
SOLE – Self Organised Learning Environment
Bridget Casse
SOLO Taxonomy: Making Learning Visible in the Earliest Years.
Reubina Irshad
Mutukaroa Project
Tim Kong
The Future May or May not be Finnish
Lewis Bostock
Safe and effective use of social media in the classroom
Kassey Downard
What’s the big deal about Minecraft?
Karen
Share about Connected Educator Month

About the TeachMeetNZ project.
TeachMeetNZ is about New Zealand teachers connecting online. The project reflects the research and work of New Zealand educators in action. These live events are are convened across all education sectors to address the emerging technologies, trends, and challenges poised to significantly impact teaching and learning.  TeachMeetNZ has been live streaming since May 2013.


Did you miss the TeachMeetNZ  #NZGeo session on Crossing Boundaries .


Would you like to host a session?
Contact: Sonya @vanschaijik


Join the #TeachMeetNZ discussions now!


Global Digital Citizenship

Sonya Van Schaijik Citizenship, Cultural Awareness, PTC 04, PTC 09, SOLO Taxonomy , , , , ,


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:
Students organising a social media campaign to expose and remedy an  issue in their local community

Soktober
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