Digital Fluency Intensive - Day 7 - Devices

 

Digital Fluency Intensive - Day 7 - Devices

1. What did I learn that increased my understanding of Manaiakalani kaupapa and pedagogy?

That its kaupapa and pedagogy is underpinned by ubiquitous learning that can occur anywhere, anytime, at any pace and for anyone

If you have a device, if you have wifi and internet then anyone can connect and have access to high quality learning at any time.

Because of the above, learning is now no longer constrained by the length of the school day.

Of interest was discussion centring on the summer slide and the need for strategies to combat it. One approach was called the summer learning journey which featured activities over the summer holidays and was shown to help arrest the summer slump. In particular, it was said that just 3 learning experiences over the summer period arrested the summer slide.

Embracing rewindable learning was seen as vital, especially for students who were away or for relief teachers. It was suggested to use the free labour force available to us in classroom i.e. the students, to make rewindable learning by having students to open screencastify and record their own rewindable learning videos.

2. What did I learn that could improve my confidence, capability or workflow as a professional?

Using the hapara workspace capability will definitely enable me to better monitor and provide feed forward and feed back on student work in a timely and efficient manner in the digital space. I must admit, I did find that prosopect daunting until today when I found out how it could be administered effectively.

3. What did I learn that could be used with my learners?

I will use the Manaiakalani Cybersmart lesson and variations of them with my students along the lines of what some of the other schools have done.

4. What did I learn that could improve my confidence, capability or workflow in my personal life?

Realising that the school day can be redefined, if we want it to be, through the fuller and effective use of the digital capabilities available to us. We can deliver educational content to anyone, at any time, anywhere at any pace provided they are connected.

However, what about those who are not? There will always be a certain percentage who will be in that category, therefore, will teachers run dual systems or will that portion of society become gradually marginalised as concern for their lack of access diminishes over time?

It would probably be prudent to run two systems in the event of am power outage.

The economic viability of "bricks and mortar" schools may also come into question as the financial benefits of such an approach become apparent.

Will we end up with just socialisation hubs connected with digital platforms under AI control?

If the school day can be redefined so can education and teaching.