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Changes in Practice

Changes in Practice


Prior to coming on board with Mindlab, my school were beginning to use digital technology in the classroom with their students. The purpose – For students to be critical thinkers and problem solvers, to communicate effective by working collaboratively with others and be creative by exploring different learning styles and techniques.  In other words, to best prepare our students with 21st Century thinking and learning. 

However, concerns arose and quickly were identified in our inquiry that reflected on the quality of our teaching towards change and improvement for our students.  Figure 2.1 illustrates how the process of reflective practice improved the quality of my professional performance.

Figure 2.1. Experiential Learning Cycle - As Schon described, a “dialogue of thinking and doing through which I become more skilful” (1987, p.31 cited in Osterman & Kottkamp, (1993).



ACTIVE EXPERIMENTATION                                                              OBSERVATION & ANALYSIS


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                                                     ABSTRACT RECONCEPTUALIZATION

Stage 1 – Concrete practice

“A relevant problem rivets attention and arouses the need to learn” (Osterman & Kottkamp, 1993 p. 4). 

To begin with, we identified the problem as a lack of pedagogy knowledge in digital technology to enhance student outcomes.  As a team we realised the significance of seeking out authentic professional development to assist in our own learning.  .

Stage 2 – Observation & Analysis

“The practitioner assumes the role of a researcher and begins to gather information” (Osterman & Kottkamp, 1993 p. 5). 

My professional learning with Mindlab began on March, 2016 as a need to seek out genuine new information and experiences.  At first I felt like I stepped into ‘The Big Bang Theory’ where Penny first entered the home of Leonard Hofstadter and Sheldon Cooper however, with time I found my feet and began to reflect and refine my teaching practice based on the values of digital and collaborative learning.  I started seeing the world through different lenses.  Gathering, analysing and evaluating information, created a new pathway on how I saw digital and collaborative learning on a global scale.  

Abstract Reconceptualization

“…we consider alternate ways of thinking and acting” (Osterman & Kottkamp, 1993 p. 5). 

Feeling inspired encouraged me to work and share, collaboratively within different teams of expertise.  This provided new and exciting opportunities to work through solutions that provided effective problem-solving, that led to better outcomes.

Stage 4 - Active experimentation

“…we begin to test this assumption” (Osterman & Kottkamp, 1993 p. 6). 

Student blogging has become something that I am passionate, about during my journey with Mindlab.  My hypothesis, ‘how can student agency be further developed with the introduction of blogging in a classroom’ has provided a platform to further investigate into new behaviours and assumptions towards on-line learning.


Two key changes in your own research informed practice in relation to the Practising Teacher Criteria (PTC) in e-learning.

This coincides with my commitment towards the PTC under –

  • Criteria 4: demonstrate commitment to ongoing professional learning and development of professional personal practice in e-learning.  My own personal interconnection with on-line learning communities has created ways to collaborative, share ideas, thoughts, valuable resources and research on best practice.  E-learning has become a valuable source of information and expertise to inform and self-reflect as a teacher.


  • Criteria 11: Analyse and appropriately use assessment and information, which has been gathered formally and informally.  Throughout my journey I have used ‘Teacher as Inquiry’ to create and develop successful ways of using digital technology both in the classroom and in my own professional learning.  , Collecting and analysing data and other useful information to show how students learn best in using, digital technology has provided better learning outcomes.  Using Self-reflection to inform my own teaching practice, has become a daily ritual.  I continue to question and think about what works and what doesn’t in my classroom and in my own professional practice. 


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What’s next?  Since my journey with Mindlab, I am more determined to continue with my Masters in Applied Practice to continue to inspire others and to be inspired.



Osterman, K. & Kottkamp, R. (1993). Reflective Practice for Educators.California.Cornwin Press, Inc. Retrieved on 7th May, 2015 from http://www.itslifejimbutnotasweknowit.org.uk/files/RefPract/Osterman_Kottkamp_extract.pdf


  • Nick Sakaria

    Kia ora Ana

    I am also participating in the Mindlab program and it has given me insight on how to incorporate the classrooms digital tools effectively to support and enhance student learning.

    I have had digital tools in my classroom for a while now, but I have only really begun developing my digital content knowledge journey in term 2 of last year. The Mindlab program supports my digital content knowledge with practical hands on learning which is based on best synthesis evidence.

    Keep up the Mindlab learning