7 characteristics of a true connected educator

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We are in the thick of Connected Educator Month and, despite all the juggling of tasks and ideas and events and a hundred other things, my mind has been delving into the ‘why’ and ‘so what’ of it all.

I have seen a few folk ask 'what’s the point – aren’t we all connected all the time?'. The fact is, no, we’re not. I have spoken to many educators for whom this month has been a catalyst for dipping a tentative toe into blogging or social networks, digital storytelling and webinars.

And, of course, connecting digitally is just a first, tech-focused step. Being connected is dispositional – the modern educator must adapt expertise to serve the evolving needs of their learner – and a network can serve to support individual educators more than just immediate support in one’s local school.

connected educator

The following ideas were the basis of my session at ULearn14; an abridged version (and livestreamed version) is below.

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UDL at ULearn: no accident

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Universal Design for Learning (UDL) was the subject of the third keynote delivered by Dr Katie Novak (USA) at Ulearn14. Giving UDL such prominence at Ulearn14 was no accident.

Dr Katie Novak

Kia ora Katie

Thank you for making the journey to us from Boston. Thank you too for sharing your passion for learning, and your knowledge and experience of implementing Universal Design for Learning (UDL) to support inclusive practices in the US.

It was really exciting to see awareness of UDL among participants at ULearn increase tenfold. The large show of hands indicating no knowledge of UDL at the beginning of your keynote seemed to indicate that those of us implementing UDL are still running below the radar. The response also highlighted that, although the “Effective Governance Building Inclusive Schools information for school boards of trustees 2013 guidelines identify UDL as a tool to support best practice (p.11), there will need to be a concerted effort across the sector to support a deepening understanding of UDL and how it can be used to support inclusive practices in all learning contexts.

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The art of switching off: Surviving in a digitally demanding world

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Switch it off!

I have realised I am spending too much time DOING and too little time REFLECTING; not enough sitting still and looking back on what has happened, and using this to look forward to where I am going and the possibilities ahead.

Catriona

I love the challenges of my job, the opportunities for learning and working collaboratively, and appreciate the flexibility of working online. Much of my online work is done from home, and the days when it is wet and cold and miserable and I can curl up on the couch and work from there are precious. BUT, working online and from home has its own challenges.

The ability to work from anywhere, anytime brings with it the temptation to work everywhere, all the time.

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tui

He ako ā-nuku, he ako ā-rangi, he hua ki te tangata e! (October, November!  Teachings of the earth and sky, beneficial to mankind!)

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As I pondered the self imposed pakirehua (question) How can culturally located marau ā-kura design be a pathway to reclaiming rangatiratanga?, I re-read this blog by Hohepa Isaac-Sharland. Hohepa talks of the vision he has for his tamariki and mokopuna, to thrive in a world where it is common to speak Māori and think Māori.

It would be a world they may stand proud and strong in! In traversing the country and visiting many kura in his role as a CORE facilitator, he has noticed that many of our schools are staunch in their pursuit to hold fast to the mātauranga held and passed on by their elders and local narratives. However he notes for some kura, they are still searching how this might be achieved. Here in lies the opportunity with culturally located marau ā-kura design.

Hohepa’s blog led me to consider the work of Phoebe Davis, a lead CORE facilitator. In designing culturally located marau alongside kura, Phoebe starts with the who of place? She asks, who are the tūpuna of the mana whenua? Who are the revolutionaries? Who are the changemakers, the problem finders and problem solvers? Who are the gun steam pudding makers? She then asks what…What are their associated stories, what bodies of mātauranga did they hold and what attributes are therefore inherent in the DNA of their descendants? These not only serve as building blocks to relevant curriculum content but act to cement strong identity based on local superheroes with superpowers performing super feats. Excellence is locally identified, culturally grounded and accessible.

– Nichole Gully, Kairangi Ngaio Māori and Kaihautū Māori, February 2021

 

He ako ā-nuku, he ako ā-rangi, he hua ki te tangata e!

nā Hohepa Isaac-Sharland

English version

Tihei Mauri Ora!

Ka rere ake rā ngā kupu tangi ki a koutou e ngā mate tuatini kua whetūrangihia, tiaho mai rā i te poho o Ranginui hei kanohi arataki, hei mata tauira i te ara takahi mā te hunga e mahue mai nei ki muri. Koutou rā ki a koutou, kāti, e tātou mā, e ngā kaipupuri i te mauri o te ora, tēnā tātou katoa!

Hei kupu tuatahi māku, ehara ahau i te tohunga ki te reo, ki ngā kōrero o rātou mā, nā reira he wānanga ēnei kōrero āku e takahuri haere nei i te hinengaro, ka whakatakoto ki te pepa.  Ka rua, ko tōku reo Māori hei reo tuarua mōku.  Kāore ahau i tipu i tētahi kāinga kōrero Māori, nā reira, kei a koutou te tikanga he aha rā hei kapo atu māu, hei porowhiu rānei, ko te tumanako ia, he hua kei roto.

Whiringa-ā-nuku, Whiringa-ā-rangi e!
He ako ā-nuku, he ako ā-rangi, he hua ki te tangata e!
ngahere - forest
He aha ētahi o āna kōrero, he aha ētahi o ōna tohu hei arahi i te ako?

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Ten Trends 2014: Gamification

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Trend 9: Gamification

CORE's Ten Trends for 2014 have been published. This post considers the ninth of these trends: Gamification. We publish posts on one of the trends approximately each month. You are encouraged to comment or provide supporting links.

Explanation:

Gamification is the name given to the process of developing motivation and engagement by rewarding people with things that they want, and it often takes the form of points, acknowledgement of achievement, badges, prizes, and so on. You complete certain milestones and you are rewarded with something you want, something that is meaningful and engaging to you. The rise of computer gaming culture has meant that more and more research has gone into finding out what features make games so addictive for some people. The trend of gamification is really about how to reward, motivate, and engage people in learning.

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