AllyGray Mindlab Blog

Week 32 - Activity 8 - Key Changes in my Practise A reflective practitioner assumes a dual stance - on the one hand, the actor in a drama and the other hand the critic who sits in the audience watching and critiquing the entire performance. (Osterman et al 2015) Schon (1983) explained, professional knowledge is grounded in professional experience: “Competent practitioners usually know more than they can say. They exhibit a kind of knowing-in-practice, most of which Is tacit” I have identified these two great extracts from the class notes that resonate with me at the end of my Mindlab journey and the continuation of my professional learning journey. Using Rolfe et al Reflective Model (2001) I will examine one of the criteria for Standards for the Teaching Profession from the Ministry of Education. (amongst other things no doubt) Learning-focused culture - Develop a culture that is focused on learning, and is characterised by respect, inclusion, empathy, collaboration and safety. T...

The responses to this have been among the more interesting reading. I have read a lot of frustration, intrepidation and anticipation from the “Mindlabbers” over this Trends in Education topic. What is a trend? A pattern of gradual change in a condition, output, or process, or an average or general tendency of a series of data points to move in a certain direction over time, represented by a line or curve on a graph.  http://www.businessdictionary.com/definition/trend.html Or a good old Google search reveals The New Media Consortium short video from the class notes spouted a lot of the buzz words around 21st Century Learning and highlighted many key points about the changing face of learning worldwide. These stood out for me. Identify successful, sustainable new models of learning Students are identifying and designing solutions to real world problems Makerspaces, modern active learning spaces that include computational thinking challenges, coding and robotics are prov...

SOCIAL MEDIA USE IN TEACHING AND PROFESSIONAL DEVELOPMENT Reflection using: Descriptive: NZ Education Council’s (n.d.) definition is “social media embraces web-based and mobile-based technologies to facilitate interactive communication between organisations, communities and individuals”. Not everything I use on the internet for my teaching practice I would define as social media. Youtube, I don’t consider social media in my context. I’m a viewer not a creator, I rarely engage in commenting. I do however use Youtube as a major resource in my own upskilling of particular knowledge and practises but again, I don’t consider it a true social media tool for me. While I utilise a number of online training sites and they form a large part of my professional activity, I don’t consider them social media. I consider them essential tools to stay up to date as a learner. Social Media for me are the tools that enable all participants to be active equally, contribute content equally, ask questions...

Legal and ethical contexts in my digital practice I’ve been very lucky not to have been aware of many serious breaches of ethical behaviour linked to digital or online behaviour. One that did make me ponder on what to do and then how to do it occured about ten years ago and reflecting back makes me realise that I set a good tone for future professional behaviour. Following Rolfe et al.’s (2001) reflective model WHAT? When the web first starting getting “fast”, Peer to Peer file sharing started to become a thing. Napster, Limewire etc allowed the more savvy (naughty) to have anything they wanted off the net for free. The lure of this enticed many, myself included. It was easy to search a song, album, movie, application and have it on your computer within an hour or two. I had a teaching colleague who was hooked. Where things got tricky was that it became apparent that he was sharing and swapping these downloaded files with a number of his students. They would bring in what t...