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Kelliem's discussion posts

  • Kelliem 12 Oct 2011 12:11pm () in Finish this sentence: When I go to ULearn, I will be focusing on....

    When I go to uLearn, I will be focussing on...how the Regitered Teachers Critieria & e-Learning and the e-Learning planning frameworks marry up with my presentation on eCompetencies.

    I am looking to see a clear strategy forward to develop effective e-Learning for students, teachers and communities to create a pathway for the future.

    Whew! That sounds...global, but I am hunting for some clear direction.

  • Kelliem 09 Mar 2011 2:36pm () in Whakatu Cluster Discussion

    Isaac, We have put our planning so far on the Film Festival group page. We are interested in finding a Christchurch school to work with us on the Film Festival this year. Do you have contact with a school down there that is still open (or opening soon). We are thinking about either sharing images/ ideas and possibly billeting some students up here...check our 'group page' on Film Festival group.

    Can you add names of schools or contact them for us Laughing

  • Kelliem 16 Mar 2011 8:33am () in Digital Citizenship

    Although we've been challenged by Tony Ryan to question the difference between plain old ‘citizenship' and ‘digital citizenship'... I wonder if it is 'ethical citizenship'.

    The online world can't be policed in the same way as the 'real world' and although we rely on ethical decisions in the 'real world' we NEED ethical decisions in the online world. This brings Howard Gardner's 5 Minds into play - perhaps those most pertinent to this discussion are the 'respectful & ethical minds'.

    "Educators will recognize the importance of fostering respectfulness among students (the respectful mind). Gardner distinguishes real respect from mere tolerance of differences. Cultivating respect and emotional and interpersonal intelligence among students, teachers, and the greater school community are essential goals in a world where diversity of perspectives is a fact of life.

    While respect is something even young children can practice in primary schools, ethics (the ethical mind) requires more abstract and reflective thinking about one's behavior. No matter what type of work a person undertakes, she can stand back and ask what she needs to do for her work to be excellent in quality and ethical in conduct, and then follow through with those responsibilities. Without this mindset, a person can be easily swayed into doing compromised work that cuts corners, just to be able to get ahead."


  • Kelliem 25 May 2011 1:36pm () in Big picture attributes of (Digital Citizenship)...

    I have recently posted on my edublog (Through the Fog Blog) about developing TecStars being developed as a resource for teachers to utilise. Sylvia Martinez has developed TechYES. I was challenged by Allanah King regarding just what level of skill younger students have. This was my reply;

    Ahh yes, the digital native is a slippery one. I tend to see that they have quite strong surface skills -can apply logic form one platform to another, aren’t afraid to try things out and problem solve. What they don’t have(and won’t -without explicit teaching) is the deeper understanding behind exploring the tools -at a primary level that’s for we wise ones to impart.
    What TecYES does at it’s lower level is to provide a checklist for student mentors to peer assess from. Things such as (in a text doc or ppt -for presenting work ) spaces after a fullstop or comma, font choice, font size, layout…visual language but in a digital format.
    I have used my TecStars to develop some technical skills such as fixing the ‘keychain’ for access to our school shared folder (we have ‘pods’ of computers and the ‘remember me’ button is very appealing!) and these kids are bloggers and are developing some programming awareness using ‘Scratch’.
    If these types of skills were to be built up over time then what’s not to stop them from being teacher mentors as well as peer mentors. It’s hard work to think of a digital parallel for the work we do in the classroom because many teachers don’t ‘think digitally’ -couldn’t the kids offer ideas even if they can’t yet follow them through?
    In a classroom it could look like this…”If we are learning about keeping ourselves safe at home and in the community what would we need to think about when we are online? How could we show this to your parents?”

    I would like to develop an Acceptable Use Statement to enhance the development of skills like this. It transforms eLearning to eConstructing (i.e. constructivism)

  • Kelliem 02 Jun 2011 7:13am () in Just joined this group? What's on top - in 140 or less!

    My principal has just been to a meeting discussing having no Acceptable Use Agreement that is signed by the kids. A strong policy- yes but not a 'sign you life away and forget it' agreement. Is our staff understanding deep enough to change student behaviour?

  • Kelliem 04 Jun 2011 12:53pm () in Getting started- adding your blog address


    I have a writing wiki linked to my blog so we can blog our current events and visual language etc but use the wiki to gather more in depth comments/ discussions. We are just getting started on the wiki but would love other schools to join and add their thoughts on the discussion pages. In the past we have had online editing sessions with other schools and I'd love to do that again. 

    Would love to have class collaborated stories -we start, you add, we add... and /or individual kids buddied up with similar abilities to develop peer tutoring skills.

    All comments on the blog greatly appreciated too Wink :- http://room3nps.blogspot.com/ -: 

  • Kelliem 08 Jun 2011 7:47pm () in How to help the 'technophobes'...?

    I found out about Appreciative Inquiry last year and it seems to be a useful tool for the 'slow up-takers'. This sounds similar to what Jan is saying;

    A.I uses 4 steps

    • Discover -getting alongside the person and finding out what is already being done, as the technophobe post said many are already using technology personally.
    • Dream -Take the time to imagine (...effective use of eLearning)
    • Design -Create plans for achieving the dream
    • Destiny -implementing the plans
    The other thing that has been effective has been 'gentle pressure' -raising the expectation bar a little at a time. After each professional eLearning session we now expect staff to demonstrate what they have done in the session or at the beginning of the following session. Initially some still shied away from sharing but we now have the expectation that everyone shares and it doesn't matter if it is a lot or a little. This 'gentle pressure' without judgement has meant that within a year personal sharing is now a matter of course. Next step is classroom transference... 
  • Kelliem 12 Jun 2011 2:41pm () in How to help the 'technophobes'...?

    We all want the best for our kids and their future, and we want our schools to be providing that type of teaching and learning effectively. When there is resistance, it seems to me that frustration can easily become blame. I think it's a lot like kids- I find it really hard getting a student that has almost been given up on at the start of the year. They know that teachers are frustrated with them, they feel that resentment and they have virtually given up. Often it's a matter of finding the teaching style that suits that student's learning style and the results can be amazing. 

    eLearning leaders are naturally early adopters and keen beans-that's why we got the job... but does our enthusiasm become a disincentive because it is perceived as frustration?

    I wonder if there is a pattern to the different ways we learn. If there was it would be a bit easier to find a 'way in' to get these late adopters to see things through a different lens. If there is a survey going around I'd like to see if these questions can unearth any patterns in learning styles and late adopters (technophobes).

  • Kelliem 11 Jun 2011 3:27pm () in How to help the 'technophobes'...?

    WARNING - This is going to be a long post!

    My school has been developing eLearning explicitly since 2009 when we started on the ICTPD cluster project.

    We ,of course, had some early adapters (-isn't New Zealand leading the world in early adoption?). We have had some very real struggles with some staff. It has been an uphill process and at times it really has been one step forward and two steps back.

    Early on we decided to develop a 'mother tongue' which was from Dorothy Burt coming to speak to us. Our school decided to focus on learning one tool in depth with the belief that the knowledge would transfer to other tools later.

    Leadership has been paramount in this process. Our principal led the meeting where we all set up a classroom blogs. Weekly Professional development meetings were instigated and ICT leadership was split into technical and eLearning. As co-leaders, my colleague and I began a series of PD sessions developing skills that could be used to enhance the classroom blog such as adding gadgets, photography-adding photos etc . Our sessions were split into 2 and staff could choose the 'beginners' or advanced' level. This proved very beneficial -it allowed those who needed support to get it and those who were ready to fly, could.

    The next important leadership decision was that attendance was made compulsory which meant that appointments etc could no longer be an excuse.

    Following that (and these steps were 1-2 terms apart) we moved our PD focus to learning how best to use our LMS -KnowledeNET. Compulsory sharing was introduced in the expectations -this was the start of gentle pressure. Staff soon realised that sharing a little or a lot was well received and so it became easier.

    Our cluster put some of its funding towards 'walkthroughs'. This meant that staff had the opportunity to see what was going on in different schools in our area as well as opening their rooms and hosting teachers from those schools. Our principal funded a further session so our teachers could attend 2 walkthroughs each. The benefit of this was they got to see that they were 'normal' and that what they were doing was similar to many others. This provided us with further 'gentle pressure'. One outcome from the walkthrough was one of our cluster school had their lead teacher released for one day per week to work specifically on individual teacher needs -either personal or classroom.

    So another great leadership decision later and I am released to support teacher goals (one per term) and am responsible for developing eLearning to improve the teaching and learning of our students.

    Now, it has to be said all this support/gentle pressure does not mean our teachers were embedding eLearning but we recently invited Emma Watts from Tahunanui to speak to the staff about effective blogging, adding academic rigor and academic commenting. I have to say this is another under utilised tool -staff are much more receptive to the ideas of 'someone else' -it's like kids who ignore their mum but when their friend's mum suggests the same thing it's a great idea. AND it is developing cluster collaboration AND we should be doing it a whole lot more!

    Classroom blog links with the date of the latest post are now live on our school website and that has prompted some late adopters to move a bit. We got the staff to share with Emma (and the rest of the staff) what they had been doing on their blogs. Turns out we have had 'quiet adopters' who have developed their blogs into true eLearning tools using them to provide links to great websites, as ways to report their learning etc.

    We have some 'late adopters' as well. The success story here is that two and a half years later one of our more reluctant members said to me "we are doing it -we post twice a week and we use kidpix (and some other tools) but it's just surfaces really, there's not much depth". My next step is to work with this staff member and develop a kidspeak matrix to add depth to her posting and commenting. Then she will present this to the staff -I can't think of any more powerful way of promoting how to embed eLearning to other late adopters.

    I guess we have to accept that people will only truly change at the rate they can cope with -but it seems they will change... given time, support and gentle pressure.



  • Kelliem 11 Jun 2011 3:48pm () in How to help the 'technophobes'...?

    One other thing that we are doing is developing TecStars -kids who can go into classrooms and help with modeling tools that the teacher is not confident with, assisting the classroom teacher during lessons, becoming blog experts, training other kids and solving lower level technical issues. This is a model being developed from Sylvia martinez's techYES programme.