My Inquiry on integrating devices into the junior literacy programme fits within and reflects the perspectives of organisations at a local, national and international level. Specifically, these include the local Community of Learning (Te Ara Tuhura), the national Manaiakalani Outreach Programme and the directives of the Ministry of Education, as well as, at an international level, research by the OECD.
Local audience
Te Ara Tuhura (CoL)
Our local Community of Learning cluster -Te Ara Tuhura comprises 11 local schools and more than 30 Early Childhood Centres in North East Christchurch. The Teachers and Principals within the Te Ara Tuhura cluster are committed to pedagogy as “the driver for accelerated achievement, and the device supports that and enables key affordances for teaching and learning.” (Te Ara Tuhura, 2017)
Members of the cluster work collaboratively to encourage learners to feel at home in an increasingly digital world with the goal to challenge teachers “to transform their teaching practice using technology to support a rich pedagogy.”
National audiences
“In New Zealand at least four strategies have been used to support educational ICT developments: providing enabling tools and infrastructure; providing inspiring ideas and opportunities to connect ideas; enhancing capability; and supporting innovation.” (Bolstad,R. et.al., 2012, p.6)
Ministry of Education - Digital Curriculum
The Ministry of Education directs the focus on NZ schools and their curriculum development. With the new Digital Curriculum, it ensured “students across all year levels have access to rich learning aimed at building their digital skills and fluency, to prepare them for this world. (Beehive, 2017)
Manaiakalani Outreach Programme
Our CoL is part of a national Manaiakalani Outreach Programme. It focuses on “offering students full digital citizenship [and is] achieving improved educational results”
(Manaiakalani, n.d.).
The “Learn, Create, Share” pedagogy along with its digital literacy focus has been influential in shaping pedagogy and junior inquiry. I have found the online Professional development opportunities available through Manaiakalani to enhance my practice and reaffirm the future focus of the learning happening at our school by seeing other schools working towards similar goals.
International audience
Many trends can be seen internationally as jobs are changing as a result of technological advances. This puts demand on schools and teachers to prepare students for the changing workforce. To integrate technology successfully, teachers need to build “technological competence and confidence” (OECD, 2018, p.8)
My thoughts
It is great to see however that my focus on using ICT to improve literacy outcomes is rooted in research, best-practice, and policies at a local, national and international level.
This digital pedagogy aligns with my inquiry of effective integration of digital tools in the junior hub. At the start of my inquiry, I believe I was an early adopter. Having said that, focusing my inquiry on integrating digital technology helped me understand more fully how to implement digital learning in a junior setting.
This national focus on ICT is evident in my inquiry focusing on making steps to ensure digital tools are being used in innovative ways to develop lifelong learners who will be able to Learn, Create, Share. It is exciting to be a part of this process currently in the junior hub; introducing apps like Puppet Pals and Book Creator through my teacher inquiry. From an international perspective I have learned that it is crucial to ensure that “the pedagogy of technology application rather than technology itself ”(OECD, 2018, p8). is what will make a difference. Without the shift to fostering the effective use of ICT in our MLE as directed by Manaiakalani and our NZ Curriculum, my learners would not be able to develop creatively and autonomously. By developing their digital fluency through integration, their classroom experiences and collaborative opportunities with others are enhanced.
“Using technology thoughtfully for instructional purposes will allow us to stretch learners’ thinking in ways that will lead to success in today’s increasingly global economy and rapidly evolving digital environment.” (Daggett, B. 2014, p.4)
References:
Beehive (2017, June 28). Digital curriculum changes connect young people to the future. Retrieved from https://www.beehive.govt.nz/release/digital-curriculum-changes-connect-young-people-future
Bolstad, R., Gilbert, J., McDowall, S., Bull, A., Boyd, S., & Hipkins, R. (2012). Supporting future-oriented learning and teaching — a New Zealand perspective. Report prepared for the Ministry of Education. Retrieved from https://www.educationcounts.govt.nz/publications/schooling/109306
Daggett, B. (2014). Addressing current and future challenges in education. Retrieved from http://www.leadered.com/pdf/2014MSC_AddressingCurrentandFutureChallenges.pdf
Manaiakalani (n.d.). The Manaiakalani Programme. Retrieved from http://www.manaiakalani.org/about-us
OECD. (2018).Trends shaping education 2018 spotlight. Retrieved from http://www.oecd.org/education/ceri/Spotlight-15-A-Brave-New-World-Technology-and-Education.pdf
Te Ara Tuhura. (2017, July 20) Uru MÄnuka Visit - Digital Pedagogy Hui [Blog Post]. Retrieved from http://tearatuhura.blogspot.com/search/label/Digital%20Pedagogy.
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