Day two of Manaiakalani Facilitators' Hui 

12 April 2019

DIGITAL DEVICE MANAGEMENT:

Learning about the complexities of Manaiakalani device management across all the clusters.  Huge area of work if not done well will bring about  much frustration for teachers / facilitators.

My Comment:  I am unsure whether or not school leaders appreciate the complexity.  I can see the reason for a single tech provider across a cluster.  The intertwining of tech support with every aspect of the programme means that having to deal with many tech providers would be unworkable.

ADVICE: After a year of experience working as a cluster in Tairawhiti with 14 schools, and having many hurdles to scramble over, I think our ability to "COLLABORATE" is being challenged.   We need to settle with ALL SCHOOLS having one provider and at least move toward this as an important goal over the coming term. 

Can our schools make progress here . . . ?????

“Why, sometimes I've believed as many as six impossible things before breakfast.” ...

Quote from Alice in Wonderland
"Alice laughed: "There's no use trying," she said; "one can't believe impossible things." 
"I daresay you haven't had much practice," said the Queen. "When I was younger, I always did it for half an hour a day. Why, sometimes I've believed as many as six impossible things before breakfast."

Manaiakalani Facilitator Hui

My notes / reflections / learnings from Manaiakalani Facilitators Hui

Thursday 11 April 2019

Even in literature and art, no man who bothers about originality will ever be original: whereas if you simply try to tell the truth (without caring twopence how often it has been told before) you will, nine times out of ten, become original without ever having noticed it.C. S. Lewis

“I don't think..." then you shouldn't talk, said the Hatter.” 

― Lewis Carroll, Alice in Wonderland

LEARN:

Digital is foundational to sound teaching practices.  Teaching reading is still supported by quality shared and guided reading practices.  There is nothing digital about this.  It involves deliberate acts of teaching.

My questions:

• Is this fully understood by teachers embarking on the changes brought about by the digital world?
• Are we making strong links to the proven, and often traditionally effective teaching practices, with what we intend to do with learners in a digital world.
• When teachers think about moving from CREATE to LEARN do we need to be careful not name or even suggest the "road" to be taken?
• How much does "CREATE" need to be "COLLABORATIVE?

Create to Learn
In making a short simple video clip with mobile phone camera three of us created a scene where LEARNING happened.   Showed that LEARNING happens whole CREATING . ie CREATE to LEARN.    It is, however, very intentional not a free-for-all.

“Give the pupils teachers something to do, not something to learn; and the doing is of such a nature as to demand thinking; learning naturally results.”

John Dewey

Creating provides students with an opportunity to reflect on, synthesize, and come to a deeper understanding of what they read and know – or think they know.

“Would you tell me, please, which way I ought to go from here?'' That depends a good deal on where you want to get to,' said the Cat.'I don't much care where -' said Alice.'Then it doesn't matter which way you go,' said the Cat.'- so long as I get SOMEWHERE,' Alice added as an explanation.'Oh, you're sure to do that,' said the Cat, 'if you only walk long enough.”― Lewis Carroll, Alice in Wonderland

LEARN - CREATE - SHARE                       linear or integrated??