The CORE Education Dr Vince Ham eFellowship programme kicked off last week with the first hui of 2017. I’m privileged to be one of seven teachers on this year long journey that will see us challenged and inspired as we all take on individual inquiries that will be presented at uLearn17.
My intent with my eFellow17 hui blogposts is to briefly capture the discussion and learning with three ideas and three questions. I blog in order to reflect; by thinking back through the hui and synthesizing the discussion I hope to think more deeply about my learning. My aim is to share ideas that fit with the purpose of the fellowship: “to inspire transformational practice“.
- Derek Wenmoth introduced the inquiry mindset and the key questions challenging education at the moment.
- What do we see the role of technology in learning?
- If education is all about interpreting knowledge – knowledge based system – who owns the knowledge?
The impact of these key questions was captured by the slide below, where he argued that realising the potential of 21st Century learning can only occur when technology is used to transform learning and knowledge is owned by the collective.
2. Alex Hotere-Barnes introduced ideas regarding Kaupapa Māori Research, and what he’s learnt being Pākehā and engaging in this area result. He referenced the work of critical Māori scholars Linda Tuhiwai Smith, Graham Smith and Ani Mikaere who all foreground the cultural and political dimensions of kaupapa Māori thinking and action. A key point was the importance of challenging “deficit theories” in research that position Māori as “objects” of research; as opposed to being the designers and doers of Māori research. I took from this that there are a lot of cultural considerations to think about when approaching research from a Māori perspective; but fundamentally one needs to be open to communication and collaboration – it’s all about relationships.
3. Keryn Davis introduced Cowie and Carr’s concept of the consequences of assessment – that all assessment makes a difference to competence (how does the assessment impact the abilities and skills of the learner?), continuity (what does this assessment connect to?) and community (how does assessment build community?)
- Derek’s question of “What do we see the role of technology in learning?” has been answered in a way by one of the leading players in NZ education, NZQA. The commitment to using digital formats for assessment has shaped a lot of the conversation in the last two years on this matter. However, as Derek pointed out, at this stage they substituting: taking a paper exam and putting it online. If we were to transform external assessment, what might that look like?
- In Alex’s presentation, he gifted us an expression: “Pākehā paralysis”, which is based on the work sociologist Martin Tolich. It occurs when pakeha become immobilised by the challenge of interacting in culturally appropriate ways. This is a barrier that gets in the way of Maori success in the NZ school system. A question going forward is how best to overcome this feeling? What strategies do we need to employ? This EDtalk expands on that brief definition and has several ideas.
3. And finally, a question that is launching my inquiry this year: how might teachers collaborate to create safer spaces for students of minority sexualities and genders?