Reflective Entry 5: PRACTICE

Critically analyse issues of ethics, society, culture and/or professional environments that have been relevant to the digital and collaborative learning innovation you applied in your practice

In the last 12 or so months, it has become increasingly clear that we need to alter our thinking about how society deals with and participates in times such as a pandemic. I used the word ‘alter’ instead of change as I have been looking at this word in a whole new light. Change scares me. Some of the change that happens around me seems to happen for the sake of change with no clear purpose. First to understand the word “change” through an online dictionary definition: “If there is a change in something, it becomes different”. (Collins Dictionary online). However, if I look at the word change through a Kaizen lens, I see change is not about different but about making improvements to a situation, process, system or environment. Transfer this to our thinking around the future of education and there are improvements that are required to ensure teaching and learning meets the needs of our stakeholders. Recently our teaching and learning via online has had some improvements to the ways in which we teach and students learn.

More than ever, teachers are required to be more divergent in their teaching practices. To make improvements! Froehlich and Bostwich (2018) talk about ‘divergent teachers’ “creat[ing] experiences that encourage learners to consider and explore new ideas within a culture where all individuals (educators and students) are supported to step beyond their zone of comfort by developing new ways of thinking and promoting more in-depth learning.” As a nation of teachers, we have stepped out of our comfort zone and embarked on participating in a new environment. We need to explore other ways to ‘Kaizen’ or improve the why, what and how of teaching (Simon Sinek).

In my recent digital and collaborative innovative investigation, teachers were asked to include the use of Kanban boards to support learners to be more successful in completing activities or set tasks. The Kanban board was used as a visual ‘timetable/taskboard’ where students were able to track their tasks from start to completion. This type of intervention was aimed at giving equality to the learner and to ensure diverse learners are included in learning with an outcome of success. The introduction of this was through the use of tangible Kanban boards to be followed up with the introduction of the Trelloⓒ board, a digital Kanban board.

This innovation was a result of professional reflection on how students with learning needs learn. The Ministry of Education Website: TKI - Inclusive Education, reinforces this way of thinking: “Visual timetables support spoken instructions, provide a reference point for “what next”, and show changes in the routine.” It is about providing enough support around tasks so that students have success. Knowing that visuals support these learners was key to finding an innovative solution.

According to UNESCO, goal 4: “Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all”. One of the ten targets set by UNESCO within goal four and in relation to this innovation: “By 2030, ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes”.

This innovation met most of the outcomes I had endeavoured to achieve. However, on reflection, it could have been strengthened if collaboration with both students and parents were part of the problem-solving process, having a deeper understanding of the why and what behind the concept of the Kanban board.

Bishop and Glynn (2000) talk about developing a kaupapa within the school environment that supports learners, whanau, culture and extended family. There are three key aspects that are relevant to strengthening innovation in a school and classroom:

1. “Tino rangatiratanga: A further implication for classroom contexts is that just as parents

need to be involved in the decision-making processes of the school, so too do children.” (p.4 )

Spending time to discuss with all stakeholders, how they learn, what considerations need to

be taken into account for planning a suitable innovation or how can the initial idea become

more fitting to the outcomes.

2. “Taonga tuku iho (cultural aspirations): “Above all, this means that Maori

language, knowledge, culture and values are normal, valid and legitimate, and indeed are a

valid guide for classroom interactions.” (p.4)

We can all deem to know what is good for everyone unless we spend time participating in

korero, we are just blind to other cultures and their aspirations for their children.

3. “Kia piki ake i nga raruraru o te kainga (mediation of socio-economic and home difficulties): Where parents are incorporated into the education of their children, on terms they can understand and approve of, then children do better at school.” (p. 4)

The bond between a tamariki and whanau. It is the buy-in that is important for all stakeholders.

In conclusion, to have been a truly successful innovation, the inclusion of students and whanau into the decision process would have given the innovation more strength and understanding around the learner.