The Creative and Innovative Meta cognitive Journey

IMG_2073Learning is a process, a journey and an adventure. It happens in a social setting and the more the cognitive muscle is flexed, the more versatile it becomes. Roblyer  & Doering (2014), while discussing the correlating of theory and practice, talk about integration as a vehicle of building mental models which can assist with the transfer of knowledge. As problems are solved in a highly visual format the models help to identify patterns and make meaning and process the information. When this happens in a social context and there is a cooperative approach to problem-solving, a richness of meaning is attributed to the solution (Johnson & Johnson 2005). In this complex learning arena, teachers are learners too! Their metacognitive processes and awareness of effective technological integration strategies provides a level of success that is beyond the confines and barriers of the classroom (Mishra & Koehler, 2006).

You will recognise the ‘meaningful project based’ approach in my own mini project as you explore the technology integration case study of Mia, as Roblyer and Doering (2004) highlight the three essential processes of rich technology integration; an analysis of the learning needs, planning for integration and a yet-to-follow post instruction analysis and revision. I have used VoiceThread to unpack my ‘TPACK’  and will also open this up for the students to collaboratively reflect on their own journey.

You can view and comment on the VoiceThread here;

The Metacognitive TPACK journey

Roblyer, M. D. & Doering, A.H. (2014). Integrating educational technology into teaching (6th edition). Harlow, England : Pearson
Theory into practice – Foundations for effective technology integration
(Chapter 2)

Fasting and Praying For Our Countries

This year I have been fasting and praying for India, my country of birth and New Zealand, the country I have called home. The tragedy in Christchurch made me reach out to my own family and friends and reminded me how precious life is.
Tomorrow, as our heart continues to mourn and bless the families in Christchurch, let us also bless our own cities and pray for their governance. Let our hikoi (walk) be of aroha (love), compassion, empathy and manaakitanga(grace and blessing). Let nyah (justice) and peace be written on our hearts. Let us feed the hungry and clothe the poor. Let us comfort those who mourn and look after the widows and orphans. Let us live sacrificially. Let us be hope and light to those who are struggling.
Join me tomorrow for a day of fasting and prayer for healing and forgiveness. Pray for our leaders, especially for India as it goes into a historic election. I quote Rabindranath Tagore, my favourite poet:
 
“Where the mind is without fear and the head is held high, where knowledge is free. Where the world has not been broken up into fragments by narrow domestic walls. … Where the mind is led forward by thee into ever widening thought and action. In to that heaven of freedom, my father, let my countries(my addition) awake!”
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2019-A Future and Hope

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A Focus on Manaakitanga

Manaakitanga is my favourite word for 2019. Besides having a certain musical ring to it, it also has a myriad of meanings which embody blessing, grace and compassion. When I started sketching my drawings back in 2012 for Sonrisa, I had envisioned this iterative process but had no idea that it would emerge into aspects of curriculum design. I love this latest version, which I use for taking through the students the Digital Technologies design process and gives them the permission to scribble and refine their own ideas.

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The Consolidation Stage

At Year 9, the student consolidate their knowledge acquired in previous years and discover how information travel back and forth from the Mars Lander and have an ability to explore a bit about the solar system, the Earth’s orbit and Mars. As they experience 3D modelling, a virtual Mars terrain and landing,  they will have a better idea of how to recognise  Human Computer Interaction. Working in teams they can plan how their vehicle will be manoeuvred to capture information about Mars.

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The Exploration Stage

Games have incredibly complex multimedia and graphics that come together to tell a story. By the time they are in Year 10, the students are ready to collaborate and communicate with their peers, to apply their problem solving skills to build a game. Although the mechanics are simple, their concepts and storyboard carry powerful messages. This year we are drawing on examples like ‘Oat the Goat‘, which is an interactive story platform developed by the Ministry of Education.

Our involvement with the Paediatric Ward, to develop an iconic character is in it’s second iteration and we are now beginning to involving industry specialist to help us out. As the students get a better understanding of manaakitanga, they can build it into designing better user experience for our  own learning community.

Self-Curatorship as a Reflexive Learning Tool

This week I have been on a mission; making connections between two of the schools that I will be running my teaching and learning sessions in. It is intriguing to note that what works in conjunction with technology is the ethnographic approach to building relationships. The virtual world lends itself to a brilliant platform to collaborate and connect educators to engage and enhance the learning experiences for our students. If you add an altruist dimension to the sharing of content and technology with an underlying  robust foundation of pedagogy, then I believe the links forged are stronger.

Now that the team has grown from two educators to three, we are asking ourselves the pertinent question of what is the point of all of this learning; is the context and the content reaching our audience, the students of two culturally diverse classrooms (Mishra & Koehler, 2009). Since food, culture and language itself form a vibrant and integral part of language, I visited the Jellie Park Cultural festival, co-hosted by the refugee council and treated myself to a preview of the sounds and sights of the multicultural classroom I will be entering soon.

Dumplings

Afghani Dumplings

 If a picture is worth a thousand words, how much more powerful is the multimodal experience, query Mishra and Koehler (2009) in their article ‘If you give a Kid a video camera…’. They mention that it is an even more powerful tool as teachers themselves make one minute videos of vocabulary resources to be use on iPods. Linking into my own journey of four sessions, with the 2 diverse classrooms, we will model the use of making videos from a pedagogical premise; situating it in the context of the mock restaurant setting. Designing menus using the vocabulary on (Quizlet), advertisements (Animoto), Apps for recipes and a meal as a final presentation will be the progression of learning hosted on Wikispaces/Edmodo (VoiceThread Planning Journey), as the reflexive journey becomes embedded in each step.

John Potter (2011), writing about digital self-curatorship, says that we are provided with a tremendous opportunity to use participatory multiliteracies to redesign creative learning environments. Looking at ways of mapping the informal networks onto educational settings, he turns to diverse networked theories of learning; social capital and identity theory adding to the framework. As I explore digital media through the lens of self-curatorship, a pedagogically reflexive exercise both for my research and the mini project, I focus on both the ‘anchored and transient’ self as presented by the learner (Potter, 2011).

References:

Potter, J. (2010). Embodied Memory and Curatorship in Children’s Digital Video Production. English Teaching: Practice and Critique, 9(1), 22-35.

Mishra, P., & Koehler, M. (2009). Too Cool for School? No Way!.Learning & Leading With Technology, 36(7), 14-18.