Wednesday, September 16, 2015

George Siemens' Five elements for edtech

  1. Does the technology foster creativity and personal expression?
  2. Does the technology develop the learner and contribute to her formation as a person?
  3. Is the technology fun and engaging?
  4. Does the technology have the human teacher and/or peer learners at the centre?
  5. Does the technology consider the whole learner?
Read the full article here:
Is Education Technology Losing Its Humanity?

Thursday, September 03, 2015

Panic and Pedagogy

Panic. There seems to be an awful lot of it in the staff rooms of schools these days. Either you’re a teacher panicking about the digital world, or you’re not. Not that panics are new. In the 1950’s people panicked about comic books - comics were destroying the youth. They were banned for a while, censored essentially. Before that radio was destroying youth; then TV, video games, the Internet, social media. Catholics thought the printing press was going to destroy their version of God. Do we really have such little faith in youth? Is media really the great destroyer? Age destroys youth. Most of us are still here. Un-destroyed? by media. Perhaps it’s just change that adults are afraid of. Youth isn’t afraid of change, they don’t have enough context to even sense it. It just is. Like Heraclitus said,“The only thing that is constant is change.” They live in the stream. Adulthood tries to set itself up against the flow. You “settle down”. You become a sort of rock, rather than a leaf. Eventually though it will wear you down. I’m trying to be a cork.

Sunday, August 30, 2015

Digital Pepeha

Here are the Digital Pepeha that I've had permission to upload to YouTube so far.

Saturday, June 06, 2015

Antonio Gramsci

"The history of education shows that every class which has sought to take power has prepared itself for power by an autonomous education. The first step in emancipating oneself from political and social slavery is that of freeing the mind. I put forward this new idea: popular schooling should be placed under the control of the great workers’ unions. The problem of education is the most important class problem."

Gramsci, cited in Davidson's (1977) Antonio Gramsci: Towards an Intellectual Biography. London: Merlin Press., p. 77.

See page for author [Public domain], via Wikimedia Commons

Saturday, May 30, 2015

Digital Pepeha: an enquiry into technology and tikanga Māori

Tangata Whenuatanga

Socio-cultural awareness and knowledge. Recognising that learning occurs within a cultural context. Knowledge of whakapapa; knowing who children are; where they are from and who they belong to. Our Identities, our languages, and our culture.

My enquiry consists of the planning, development, and teaching of a unit for Year 7 and 8 Digital Literacy classes where students will develop a “Digital Pepeha”.

The project acknowledges the worldview (whether Māori, Pākeha, or whatever Iwi) of our rangatahi (youth) and their digital realities. There is a naturalisation of sharing and the forming of social bonds (Manākitanga), often across physical distances, present in their lives as digital citizens. This enquiry aims to combine a contemporary aspect of their worldview with a particular piece of tikanga Māori - the pepeha.

The pepeha is a way to introduce yourself in te reo Māori. It delivers a brief historical, geographic, and genealogical overview of the speaker’s background. The pepeha’s narrative journey back in time culminates in the speaker’s name, and lastly his or her marae.

It is easy in a class focussing on Digital Literacies to be obsessed with the future. Such contemporary courses align well with our developing “future focus”, a pedagogical strategy embedded within a particularly Pākehā cosmology that privileges the future over the past. The Digital Pepeha aims to explore how digital literacies may intersect with an aspect of a traditional Māori worldview, particularly the tradition of walking backwards into the future, “Ka mura, ka muri.”?

81.5% of Māori know which “iwi” they belong to, indicating that whakapapa might still be a strong influence in the worldviews of most Maori.

Where I’m at so far:

To accomplish this required me to explore and develop my own pepeha. To this end I have consulted with Whaea Te Ao Marama Hau, and Whaea Huhanna Davis regarding the pepeha form. I have also developed the Digital Pepeha Generator, a Google Form that enables students to enter the specific elements of their pepeha (maunga, awa, moana, etc.,) online in order to generate both English and te reo Māori versions of their pepeha automatically. We are currently compiling the text and images for generation of the final products.

My Pepeha (so far):

Tēnā koutou katoa

Ko te Whitirea te maunga
Ko Pipitea te awa
Ko te Titahi te moana
Ko Ngati Pākehā te iwi
Ko Simpson te hapu
Ko Roger tōku matua
Ko Thomas tōku whaea
Ko Glenn tōku tungane
Ko Jackson raua ko Georgia ōku tamariki
Ko Michelle tōku wahine
Ko Brent Simpson tōku ingoa
Ko Piritahi te marae

No reira,
tēnā koutou, tēnā koutou, tēnā koutou katoa.

Saturday, May 23, 2015

Speculation on Education

Pieter Brueghel the Elder (1526/1530–1569) [Public domain or Public domain], via Wikimedia Commons
speculate: to invest money in ways that could produce a large profit, but that also involve a large risk. Can also be used in the sense of to form theories, or conjecture on something without any firm evidence. The combination of these two definitions is the backdrop to the phrase, "put your money where your mouth is."

There is risk in speculation. 

We need to know where our mouths are. Often they're in the same place, repeating the same stories; a broken place where our deepest passions like science, governance, and education are just big problems in need of fixing.

The Conversation, Arnold Lakhovsky [Public domain or Public domain], via Wikimedia Commons
As this blog nears 10 years (a fact pointed out to me by a student in Genius Project) the Pedagogy of the Compressed still consumes me; but now my speculation on transformation is gaining it's mouth and it's money. If I invest in this, what will profit look like? What would the risk entail?

Is public schooling an outdated concept? What does divorced from the workplace mean? Are examinations as assessment a relic of modernity? How do we continue to "lift all boats"?