Key Change in Reflective Practise
Contemporary Trends in New Zealand or Internationally
Week 30
Critically examine and contextualise the application of your teaching practice.
Week 29
Using social online networks in teaching or professional development
Gerhard Moerdyk
How to Teach Kids How to Cite References
Week 28 Reflection
References:
Education Council. (2017). Our Code Our Standards. Retrieved from: https://educationcouncil.org.nz/sites/default/file…
Ehrich, L. C. , Kimber M., Millwater, J. & Cranston, N. (2011). Ethical dilemmas: a model to understand teacher practice, Teachers and Teaching: theory and practice, 17:2, 173-185
Netsafe (2016) Retrieved from: https://www.netsafe.org.nz/hdc-in-schools/
Rolfe et al. (2001) Reflective Model Retrieved from: https://my.cumbria.ac.uk/media/MyCumbria/Documents/ReflectiveModelRolfe.pdf
Monday 16 July 2018
This date signifies the end of what has been a very rewarding 32 weeks of
learning. I am extremly proud of myself and what I have acheived. I am
inspired to continue my learning journey as well as revisit concepts and digital
technolgy that I have been exposed to through out The Mindlab course. If you get the
opportunity to do this course then I would strongly reccommend that you give it serious
consideration. You have nothing to lose and will gain more than you thought
possilbe. Thank you team for all you have shared.
Week 32
Reflection model-Cycle of Experiential Learning, by Osterman and Kottkamp (2015, p.70)
Cultural Awareness
This date signifies the end of what has been a very rewarding 32 weeks of
learning. I am extremly proud of myself and what I have acheived. I am
inspired to continue my learning journey as well as revisit concepts and digital
technolgy that I have been exposed to through out The Mindlab course. If you get the
opportunity to do this course then I would strongly reccommend that you give it serious
consideration. You have nothing to lose and will gain more than you thought
possilbe. Thank you team for all you have shared.
Week 32
Reflection model-Cycle of Experiential Learning, by Osterman and Kottkamp (2015, p.70)
Activity 8
- Professional learning - Use inquiry, collaborative problem-solving and professional learning to
- improve professional capability to impact on the learning and achievement of all learners.
Reflective practice: An Experiential Learning Cycle
This cycle has 4 stages including problem identification; observation and analysis; abstract
reconceptualization; active experimentation.
reconceptualization; active experimentation.
Stage 1: Problem identification
My reflective practise came from a personal concern. Historically our children are coming through the
year levels at risk of not achieving in math. I needed to consult theory as to why this was happening
and realised that most of the teaching throughout the classes is direct instruction and homogeneous
groupings rather than cooperative and heterogeneous groupings. It is important to implement change
so we can develop confidence so our children can achieve in math.
year levels at risk of not achieving in math. I needed to consult theory as to why this was happening
and realised that most of the teaching throughout the classes is direct instruction and homogeneous
groupings rather than cooperative and heterogeneous groupings. It is important to implement change
so we can develop confidence so our children can achieve in math.
Stage 2: Observation and analysis
Data gathered was previous years teacher overall grade, basic facts testing, parent teacher
conferences, and personal professional discussions with collaborative teaching partner. I would
also like to add that my journey with The Mindlab has strongly influenced my reflective practise
through looking at theory and following known reflective models.
conferences, and personal professional discussions with collaborative teaching partner. I would
also like to add that my journey with The Mindlab has strongly influenced my reflective practise
through looking at theory and following known reflective models.
The data reflects,
- my knowledge on the math levels needs to updated as I have taught lower level for a while
- and need to refresh myself on the higher levels,
- no movement with children's learning over several years of study.
- their families are ill equipped or lacked confidence by their own admission to support
- the children were grouped according to ability and therefore not being exposed to different
Stage 3: Abstract re conceptualization
New learning that impacted change was the link to focused teaching, board games, card games and
heterogeneous (mixed ability) grouping, being culturally aware and using rich mathematical tasks. T
hese were the in class changes that we could make. We then needed to hit parents and homes. We
simply did this by sending home the message to play board and card games at home as well as have
the parents come in and join in with us during math to play with the children. This offered extra adult
support and rich mathematical conversation/learning. And finally myself checking my data, teaching,
and knowledge of the curriculum at each stage and within each stage and finally having rich
conversations with my collaborative partner and colleagues. To find different ways of testing and
delivering the curriculum to get the desired outcome. (“I have available to me many lives I have not
lived.” For this reason, reflective practice relies heavily on the professional knowledge gained through
education and experience in the university, the home, the workplace, and the community. Osterman
& amp; Kottkamp, 2015)
heterogeneous (mixed ability) grouping, being culturally aware and using rich mathematical tasks. T
hese were the in class changes that we could make. We then needed to hit parents and homes. We
simply did this by sending home the message to play board and card games at home as well as have
the parents come in and join in with us during math to play with the children. This offered extra adult
support and rich mathematical conversation/learning. And finally myself checking my data, teaching,
and knowledge of the curriculum at each stage and within each stage and finally having rich
conversations with my collaborative partner and colleagues. To find different ways of testing and
delivering the curriculum to get the desired outcome. (“I have available to me many lives I have not
lived.” For this reason, reflective practice relies heavily on the professional knowledge gained through
education and experience in the university, the home, the workplace, and the community. Osterman
& amp; Kottkamp, 2015)
Stage 4: Active experimentation
We thought what can we do simply that offers big change?
We implemented a few changes.
- Card games
- Board games
- Parent hepler
- Information home
- Small group teaching
- Informed teacher practise
- Regular testing every four weeks
- Learning pathway that was explicit to all children
Informed practise gets results. We shifted 26 children in 8 weeks from at risk to achieving. Colleagues
seem to trust you more if you can talk theory. To take risks, as the children are already failing so what
harm can you do by change, worst case is no change is made. Be prepared to change what is not
working during the experimental phase. The success we saw with these implementations clearly
demonstrates the validity of the underlying action theory and reinforces the change initiative.
seem to trust you more if you can talk theory. To take risks, as the children are already failing so what
harm can you do by change, worst case is no change is made. Be prepared to change what is not
working during the experimental phase. The success we saw with these implementations clearly
demonstrates the validity of the underlying action theory and reinforces the change initiative.
As a result of the reflective process I have become more aware of my own practise. I am developing a
deeper understanding to the feelings and reactions of others. I have begun to develop and use a variety
of techniques to gather information and I have a new found passion and knowledge to improve my
teaching and learning programme and am inspired to continue my learning journey across
multidisciplinary curriculum areas both personally and professionally.
deeper understanding to the feelings and reactions of others. I have begun to develop and use a variety
of techniques to gather information and I have a new found passion and knowledge to improve my
teaching and learning programme and am inspired to continue my learning journey across
multidisciplinary curriculum areas both personally and professionally.
References
Osterman, K. & Kottkamp, R.(1993). Reflective Practice for Educators.California.Corwin Press,
Inc. Retrieved from http://www.itslifejimbutn otasweknowit.org.uk/files
Inc. Retrieved from http://www.itslifejimbutn otasweknowit.org.uk/files
Osterman, K. F., & Kottkamp, R. B. (2015). Reflective practice for educators: professional
development to improve student learning.(2nd ed.) New York: Skyhorse Publishing.
development to improve student learning.(2nd ed.) New York: Skyhorse Publishing.
Ministry of Education (2017). Our code, our standards. Retrieved from
Cultural Awareness
INDIGENOUS KNOWLEDGE AND CULTURAL RESPONSIVENESS
Week 31
A lot of what I have read has said we need to be culturally inclusive of our tamariki within our
education system. Dr Milne mentions generations have been wronged, as a result of replication
of the status quo. Indigenous knowledge and cultural responsiveness is to inform our teaching.
education system. Dr Milne mentions generations have been wronged, as a result of replication
of the status quo. Indigenous knowledge and cultural responsiveness is to inform our teaching.
Alongside this the New Zealand Curriculum reads we need to build a relationship with our learner,
our community, to learn alongside them, set goals together and finally having knowledge around
socio-cultural awareness and knowledge of the land we come from.
our community, to learn alongside them, set goals together and finally having knowledge around
socio-cultural awareness and knowledge of the land we come from.
I looked at the list for us to pick two from to carry out this reflection and it got me thinking. I have
included the list as follows, vision, mission, and core values, policies, goals, communication
methods, decision-making, planning and assessment, learning activities, school-wide activities,
human resources, learning resources, (The Mindlab Course Material Nov 2017).
included the list as follows, vision, mission, and core values, policies, goals, communication
methods, decision-making, planning and assessment, learning activities, school-wide activities,
human resources, learning resources, (The Mindlab Course Material Nov 2017).
Our school vision is built around all children reaching their potential, and with this covers our values,
goals and policies. The decisions made to inform our program come directly from student, whanau
and community voice. Learning activities are often created from the students themselves, with
children working alongside each other supporting and challenging the learning. Russell Bishop in
Edtalks (2012) suggests that a teacher whose pedagogy is culturally responsive challenges the
“deficit thinking” of student educability and has agentic thinking, believing that they have skills and
knowledge that can help all of their students to achieve. I believe we strive to change the status
quo Dr Milne refers to by challenging the deficit thinking Russell Bishop speaks of. That being
said I know I can improve on how I communicate with whanau personally. My next step around
this is to make a conscious effort to communicate with all my family face to face, via phone rather
than relying on newsletters and blog posts and not just the families of whom we have target children
or children with learning support.
goals and policies. The decisions made to inform our program come directly from student, whanau
and community voice. Learning activities are often created from the students themselves, with
children working alongside each other supporting and challenging the learning. Russell Bishop in
Edtalks (2012) suggests that a teacher whose pedagogy is culturally responsive challenges the
“deficit thinking” of student educability and has agentic thinking, believing that they have skills and
knowledge that can help all of their students to achieve. I believe we strive to change the status
quo Dr Milne refers to by challenging the deficit thinking Russell Bishop speaks of. That being
said I know I can improve on how I communicate with whanau personally. My next step around
this is to make a conscious effort to communicate with all my family face to face, via phone rather
than relying on newsletters and blog posts and not just the families of whom we have target children
or children with learning support.
The school I am with has a high multicultural representation. We have tamariki with Indian, Fijian,
Samoan, Tongan, Filipino, Chinese, Maori and European heritage. We have children well below
and working above expectation. The biggest difference I have noticed in my teaching carrier is not
the culture (race) to which they belong, rather the culture within their whanau. With a supportive
whanau greatness can be achieved. I refer to whanau in this context as the support network that
surrounds the child to whom they look up to. This may not be their immediate family or caregiver.
It is our job to embrace this and with this we can achieve greatness together. The second biggest i
s the children having a trusting relationship with their teacher and these relationships being
reinforced and nourished as the child continues their education throughout the school, not just
ending at the end of the year.
Samoan, Tongan, Filipino, Chinese, Maori and European heritage. We have children well below
and working above expectation. The biggest difference I have noticed in my teaching carrier is not
the culture (race) to which they belong, rather the culture within their whanau. With a supportive
whanau greatness can be achieved. I refer to whanau in this context as the support network that
surrounds the child to whom they look up to. This may not be their immediate family or caregiver.
It is our job to embrace this and with this we can achieve greatness together. The second biggest i
s the children having a trusting relationship with their teacher and these relationships being
reinforced and nourished as the child continues their education throughout the school, not just
ending at the end of the year.
My next steps would be to educate myself more around the pedagogy of cultural awareness. To
be tuned into my hegemonic thinking (thoughts that creep up but you don't know it is there)
around culture and people, to look at it with a critical mind.
be tuned into my hegemonic thinking (thoughts that creep up but you don't know it is there)
around culture and people, to look at it with a critical mind.
I also feel this post may read as a bit of a rant. I struggle to define people by their colour or race.
I prefer to define people as how they present. People are not purley their culture rather they are
life experiences. “Culture firstly student are not mirror representatives of cultural ethnic group
first of all they are individual students who have individual needs and interests.
Ethnic group - time in country, social class, experience in community and neighbour, based on
membership within a community. - Culture does not define a student.” Dr Ann Milne.
I prefer to define people as how they present. People are not purley their culture rather they are
life experiences. “Culture firstly student are not mirror representatives of cultural ethnic group
first of all they are individual students who have individual needs and interests.
Ethnic group - time in country, social class, experience in community and neighbour, based on
membership within a community. - Culture does not define a student.” Dr Ann Milne.
References
Dr Ann Milne; Colouring in the White Spaces: Reclaiming Cultural Identity in Whitestream Schools
Retrieved from https://youtu.be/5cTvi5qxqp4 July 2 2018
Retrieved from https://youtu.be/5cTvi5qxqp4 July 2 2018
Edtalks.(2012, September 23). A culturally responsive pedagogy of relations. [video file].Retrieved
from https://vimeo.com/49992994
from https://vimeo.com/49992994
Milne, B.A. (2013). Colouring in the white spaces: Reclaiming cultural identity in whitestream s
chools. (Doctoral Thesis, University of Waikato, Hamilton, New Zealand).
Retrieved from http://hdl.handle.net/10289/7868
chools. (Doctoral Thesis, University of Waikato, Hamilton, New Zealand).
Retrieved from http://hdl.handle.net/10289/7868
Milne, A.(2017).Coloring in the white spaces: reclaiming cultural identity in whitestream schools.
New York: Peter Lang Publishing, Inc.
New York: Peter Lang Publishing, Inc.
Rolfe, G., Freshwater, D., Jasper, M. (2001) Critical reflection in nursing and the helping
professions: a user’s guide. Basingstoke: Palgrave Macmillan.
professions: a user’s guide. Basingstoke: Palgrave Macmillan.
TKI Ministry of Education, (2018, July 3) Culturally Responsive Learning Environments
https://seniorsecondary.tki.org.nz/The-arts/Pedagogy/Culturally-responsive-learning-environments
https://seniorsecondary.tki.org.nz/The-arts/Pedagogy/Culturally-responsive-learning-environments
Contemporary Trends in New Zealand or Internationally
Week 30
Contemporary Trends in New Zealand or Internationally
This week’s reflective task for Mind Lab examines the potential impacts of contemporary trends
in education, either in NZ or internationally. I have chosen to use a model by Rolfe, Freshwater
and Jasper, 2001, found here, to structure my reflection.
in education, either in NZ or internationally. I have chosen to use a model by Rolfe, Freshwater
and Jasper, 2001, found here, to structure my reflection.
What
I have decided to look at how digital learning is being used in my teaching practise. This is a
current trend in our school with each staff member at a very different stage in our personal
and professional understanding of how to implement devices into the as well as develop an
engaging curriculum for learning with the aid of these new learning tools. New for us, as our
students are digital natives, Daggett (2014). That being said they are proficient at play or
consumption on their home device, when we add create and an unfamiliar device it is clear
some pre teaching needs to take place. Are our students really as far ahead of us as we
assume?
current trend in our school with each staff member at a very different stage in our personal
and professional understanding of how to implement devices into the as well as develop an
engaging curriculum for learning with the aid of these new learning tools. New for us, as our
students are digital natives, Daggett (2014). That being said they are proficient at play or
consumption on their home device, when we add create and an unfamiliar device it is clear
some pre teaching needs to take place. Are our students really as far ahead of us as we
assume?
So What
The good around digital devices in education . They improve engagement with subject based
learning and have numerous apps that support learners who are at risk of not achieving or can
not obtain the curriculum due to the inability to access the curriculum for reasons such as
dyslexia. They enable students to share their learning with a wider connected community
through online blogging such as Seesaw. Using a network like Seesaw allows whanau to
view their learning in real time and comment. Students are open to the wide world of social
media which can offer a great number of positives for learning both socially and technically.
learning and have numerous apps that support learners who are at risk of not achieving or can
not obtain the curriculum due to the inability to access the curriculum for reasons such as
dyslexia. They enable students to share their learning with a wider connected community
through online blogging such as Seesaw. Using a network like Seesaw allows whanau to
view their learning in real time and comment. Students are open to the wide world of social
media which can offer a great number of positives for learning both socially and technically.
The biggest obstacles needed to overcome in my current practise are knowledge and number
and life span of devices per student and the inability to save unfinished work.
and life span of devices per student and the inability to save unfinished work.
Knowledge covers both the knowledge I obtain of how the device works as well as what can
be achieved using the device and integrating this new learning into my daily planning to
enable the students the best possible learning experiences and outcomes. The second part
to this is the knowledge the children bring to being able to access the device, use the apps for
creation rather than consumption and to remain on task, creating great pieces of work that
show growth in their ability to use digital learning for learning.
be achieved using the device and integrating this new learning into my daily planning to
enable the students the best possible learning experiences and outcomes. The second part
to this is the knowledge the children bring to being able to access the device, use the apps for
creation rather than consumption and to remain on task, creating great pieces of work that
show growth in their ability to use digital learning for learning.
The number of devices we currently have in our school limit what we can achieve. We are
currently sharing four iPads and five ipad minis between a class of 60 children. As storage is
an issue we have a limited number of apps on the device which limits what can be achieved
and the engagement children have with wanting to use them for learning.
currently sharing four iPads and five ipad minis between a class of 60 children. As storage is
an issue we have a limited number of apps on the device which limits what can be achieved
and the engagement children have with wanting to use them for learning.
Saving to the devices are sometimes not possible so work unless finished is lost. It takes up
memory as a the devices are already by manufacturers design is already small saving to the
device slows it down as the memory fills up. This raises another issue as the children can only
access their work on that device. If we are all wanting the children to be able to create using
pictures we then need to airdrop the photos to all devices so they are accessible by all users.
memory as a the devices are already by manufacturers design is already small saving to the
device slows it down as the memory fills up. This raises another issue as the children can only
access their work on that device. If we are all wanting the children to be able to create using
pictures we then need to airdrop the photos to all devices so they are accessible by all users.
The issues outlined above impact our daily use of these devices and unless the children have
a clear understanding of what they are doing, creating, posting and saving it takes a lot of
teacher management thus taking time away from teaching the class to problem solve device
issues.
a clear understanding of what they are doing, creating, posting and saving it takes a lot of
teacher management thus taking time away from teaching the class to problem solve device
issues.
Now what
To move forward I will be staring a second inquiry looking at how successful is the
implementation of digital devices in my practise for supporting and or encouraging learning
that makes a positive difference. I will look at what i need to explicitly teach so we are all
successful. I will move toward understanding the SAMR model so I can move the children
from substitution through to redifination to really impact learning. I am also keen to use social
networks to connect globally to build engagement for learning. Miss C Muses referred in her
reflection about paper vs device. My reflection around this in my practise is to do paper first,
device second. Device currently is used mainly to share work already completed on paper. I
wish to become more divergent in my thinking so I can begin to use devices in many different
engaging ways. I would love some feedback on how others have had great success with this.
implementation of digital devices in my practise for supporting and or encouraging learning
that makes a positive difference. I will look at what i need to explicitly teach so we are all
successful. I will move toward understanding the SAMR model so I can move the children
from substitution through to redifination to really impact learning. I am also keen to use social
networks to connect globally to build engagement for learning. Miss C Muses referred in her
reflection about paper vs device. My reflection around this in my practise is to do paper first,
device second. Device currently is used mainly to share work already completed on paper. I
wish to become more divergent in my thinking so I can begin to use devices in many different
engaging ways. I would love some feedback on how others have had great success with this.
References
Daggett, B. (2014). Addressing Current and Future Challenges in Education. Retrieved from
http://www.leadered.com/pdf/2014 MSC_AddressingCurrentandFutureChallenges.pdf
http://www.leadered.com/pdf/2014 MSC_AddressingCurrentandFutureChallenges.pdf
Rolfe, G., Freshwater, D., Jasper, M. (2001) Critical reflection in nursing and the helping
professions: a user’s guide . Basingstoke: Palgrave Macmillan.
professions: a user’s guide . Basingstoke: Palgrave Macmillan.
Critically examine and contextualise the application of your teaching practice.
Week 29
Using social online networks in teaching or professional development
Descriptive Stage
Like everyone we are all in different stages of confidence and competence using digital technology in our personal and professional life. Most of my experience up until Mindlab has been personal use and the odd dabble sharing videos in class structured around learning. Videos used were mainly Te Reo Maori songs and actions. Since Mindlab I have been exposed to numerous forms of digital technology that can be embedded into my practise. This is scary. The more you see the more pressure felt on making sure you are covering it all to the best of your ability. Only we are being left behind as very quickly there is a new craise to replace the last one that we just got our head around.
The idea behind digital technology is to meet the needs of the learner whilst connecting to the real world and engaging in transformational learning . This is great as we are all learning from each other. The frustration I find is the limitations placed on progress due to device limitations, financial limitations of the school, limited number of devices, the knowledge to connect safely to other classrooms and maintain momentum within short time frames and a loaded curriculum. The theory I struggle to understand is if Seesaw is your main platform and it is private, (accessible to only those who have the link) how do we move through the SAMR model? Seesaw allows easy access to substitution and Augmentation where a paper option can be created and improved, but for it to be transformational, does it not need more? How do we get from the enhancement stage to the transformation stage without it simply being a substitution.
As far as my personal learning networks go I am using facebook and twitter but am constrained by time and the need to continue to look.
Comparative Stage
The student responses show facebook, videos and content/documents being the the most preferred option. I believe this is because these are what we use personally already and they are easily integrated into the curriculum. Facebook is a well known social media platform that most families are already connected to and the likes of youtube provide an avenue for educators to share new learning, and to learn from and content/documents use to publish children's work across devices..
Upon reflection and after the readings it appears there is a great deal more out there we could be using to or doing to connect. I was inspired. Our families find it hard to connect for a few reasons, they do not have a smartphone with a big enough memory to make the best use of our chosen social media (Seesaw) or internet access, english is a second language so they do not understand how to connect and then use the platform. Parents urgency to connect has been slow.
Social media gives our children a world wide stage and offers feedback from others around the world. The highlighting of real world relevance with the use of Twitter to practise learning with other connected classroom around the world. The example given was to practise languages. Introducing hashtags offered children's way to link in with the teacher activities, videos etc, comment and repost. A science teacher It gives a worldwide stage where they can share their reflections, ideas, images, and work. Kyle Stadalman, a Eudora Elementary School fifth-grade teacher said “When I tell students I will be posting their work to Facebook or uploading a video to YouTube, the quality of work and dedication to the task rises significantly. It suddenly becomes serious because students are thinking, ‘My teacher and classmates aren’t the only ones who will see my work.’” “Embracing Social Media” (Magette, 2014).
Keeping in touch with their real life - children are connected at home so therefore need to be connected at school as this is how they are learning. Sharing of their work, videos, photos, voice recordings. Blog or digital record is forever and shows a progression of learning. Children can go back and see how they have improved
Twitter is used to connect with other classes, connecting asking them about curriculum, similarities and differences, blogging buddies around the world, Global empathy is learnt through this connection. They have a wider world view through this connection. When they head into the workforce they will working this way, connecting across the world. They learn how to do this safely. https://youtu.be/riZStaz8Rno
Critical Reflection
The biggest general implication is connectivity and safety. The biggest implication for me personally is knowledge of just how to integrate the likes of Twitter, facetime, Skype etc into the class. I will be making Google Classrooms a bigger focus this year so I can look at connecting to the wider world so I can transform my children's learning
I am excited to make this my next inquiry and introduce this concept into my daily learning. I will also reflect on how accessible the iPads will be during the day with in my current programme.
References
Magette, K. (2014). Embracing social media : a practical guide to manage risk and leverage opportunity. Rowman & Littlefield Publishers.
Seaman, J., & Tinti-Kane, H. (2013). Social media for teaching and learning. Babson Survey Research Group. Retrieved from http://www.onlinelearningsurvey.com/reports/social-media-for-teaching-and-learning-2013-report.pdf
Cassidy Kathy 2013 May 21 , Twoparents publisher, Using Social Media in the Classroom Retrieved from https://youtu.be/riZStaz8Rno viewed 22/6/2018
Like everyone we are all in different stages of confidence and competence using digital technology in our personal and professional life. Most of my experience up until Mindlab has been personal use and the odd dabble sharing videos in class structured around learning. Videos used were mainly Te Reo Maori songs and actions. Since Mindlab I have been exposed to numerous forms of digital technology that can be embedded into my practise. This is scary. The more you see the more pressure felt on making sure you are covering it all to the best of your ability. Only we are being left behind as very quickly there is a new craise to replace the last one that we just got our head around.
As far as my personal learning networks go I am using facebook and twitter but am constrained by time and the need to continue to look.
Week 28
Online ActivityGerhard Moerdyk
How to Teach Kids How to Cite References
Week 28 Reflection
- Blurred personal and professional boundaries in electronic communication
This took place at a high school in 13 year. The yr13 boys were asked to make a final
farewell speech to their fellow peers at the end their year. This speech was a video recording
that was done by the head executives of each house and then compiled into a video that was
to be played across five house groups at the final end of year house assemblies. A group of
boys thought it would be funny to revisit a practical joke that was played out during their yr 10
year. They all recorded their final message, (the same message), directed at a single individual.
This individual was humiliated, school wide and the family saw it as bullying. Parents of the
boys were notified via a group email along with the principal of the school. Recipients of the
email immediately discussed the incident with their sons and contacted the family and tried
to right the wrong. As it was a school matter that happened under the supervision of the school,
was screened at school and the family in question notified the school principal of their issue,
the resolution was handed into the hands of the school.
farewell speech to their fellow peers at the end their year. This speech was a video recording
that was done by the head executives of each house and then compiled into a video that was
to be played across five house groups at the final end of year house assemblies. A group of
boys thought it would be funny to revisit a practical joke that was played out during their yr 10
year. They all recorded their final message, (the same message), directed at a single individual.
This individual was humiliated, school wide and the family saw it as bullying. Parents of the
boys were notified via a group email along with the principal of the school. Recipients of the
email immediately discussed the incident with their sons and contacted the family and tried
to right the wrong. As it was a school matter that happened under the supervision of the school,
was screened at school and the family in question notified the school principal of their issue,
the resolution was handed into the hands of the school.
The ethical dilemma is in the relationship between taking opportunities to share and celebrate learning
through digital technologies, the storage of videos on private phones and the sharing of the video to a
community of peers with humiliating, hurtful content on it causing emotional distress. Finally it was
viewed by a staff member of the school and approved.
through digital technologies, the storage of videos on private phones and the sharing of the video to a
community of peers with humiliating, hurtful content on it causing emotional distress. Finally it was
viewed by a staff member of the school and approved.
In our industry, professional behaviour is equated with ethical behaviour (Ehrich, 2011).
Netsafe (2016) state that:
“Under the Act, harmful digital communications can be private messages or public content. They
include when someone uses the internet, email, apps, social media or mobile phones to send or
publish harmful content.
include when someone uses the internet, email, apps, social media or mobile phones to send or
publish harmful content.
To be considered a harmful digital communication under the Act, the content needs to
Affect an individual; and
Cause (or is likely to cause) that individual serious emotional distress; and
Seriously breach one or more of the 10 communication principles outlined in the Act.
Netsafe elaborates on this, stating ten principles for communication, the most relevant ones being
that digital communication should not disclose sensitive personal facts about a person or breach
confidence.
that digital communication should not disclose sensitive personal facts about a person or breach
confidence.
As far as the relationship with the boys including the victim it became apparent the situation had been
resolved at school as soon as the boys had found out their friend was not happy. The situation was
reignited when the boy got home. The broader issues, it was the final assembly, they were all Year 13
boys, school was also at fault for allowing the video to be screened, other students could view this as
appropriate behaviour, school can be held accountable for misconduct, family in question upset that
this would be the memory their son will take away from his time at high school.
(Code of Conduct, 2017).
resolved at school as soon as the boys had found out their friend was not happy. The situation was
reignited when the boy got home. The broader issues, it was the final assembly, they were all Year 13
boys, school was also at fault for allowing the video to be screened, other students could view this as
appropriate behaviour, school can be held accountable for misconduct, family in question upset that
this would be the memory their son will take away from his time at high school.
(Code of Conduct, 2017).
In relation to the teacher Code of Conduct (2017) this scenario breached a trust that parents had in
teachers to ensure the privacy and safety of students. The intention of the video was to add humour
not to cause harm, but in the minds of the family affected, it highlighted the fact that this recording
was on private phones and could be placed on social media, as it was shared publicly it could of been
re recorded and shared.
teachers to ensure the privacy and safety of students. The intention of the video was to add humour
not to cause harm, but in the minds of the family affected, it highlighted the fact that this recording
was on private phones and could be placed on social media, as it was shared publicly it could of been
re recorded and shared.
The ethical decision was to respect the privacy of our students and to acknowledge the breach of trust.
The principal addressed all boys regarding this issue and a public apology was given.
The principal addressed all boys regarding this issue and a public apology was given.
The staff of the school were also made aware that screening the video before it went to air was
essential and a brief was drawn up to ensure this doesn't happen in the future.
essential and a brief was drawn up to ensure this doesn't happen in the future.
The effect of this was highlighting best practice and having teachers aware of what technology was
being used to record the videos and to screen the videos before they go to air. A brief of acceptable
content was also drafted up and will be guidelines for future final year assemblies to minimise the
possibility of this happening again.
being used to record the videos and to screen the videos before they go to air. A brief of acceptable
content was also drafted up and will be guidelines for future final year assemblies to minimise the
possibility of this happening again.
This reflection was created using the Rolfe et al. (2001).
References:
Education Council. (2017). Our Code Our Standards. Retrieved from: https://educationcouncil.org.nz/sites/default/file…
Ehrich, L. C. , Kimber M., Millwater, J. & Cranston, N. (2011). Ethical dilemmas: a model to understand teacher practice, Teachers and Teaching: theory and practice, 17:2, 173-185
Netsafe (2016) Retrieved from: https://www.netsafe.org.nz/hdc-in-schools/
Rolfe et al. (2001) Reflective Model Retrieved from: https://my.cumbria.ac.uk/media/MyCumbria/Documents/ReflectiveModelRolfe.pdf
Figure 1. A model of ethical decision-making
This model highlights that the context, forces, and decision-making processes impact individuals or groups facing ethical dilemmas. There are five main parts to the model (Ehrich et al., 2011).
- The critical incident, which triggers the ethical dilemma.
- A set of competing forces, each of which impacts on decision-making from its own particular bias.
- The individual’s values, beliefs, and ethical orientations in relation to the dilemma.
- The choice, which could be no action or the action taken formally or informally, internally or externally.
- The action (or non-action) can create particular types of implications for the individual, organisation and the community, and from which new incidents or dilemmas can arise.
Jay and Johnson’s reflective model
References
Ehrich, L. C. , Kimber M., Millwater, J. & Cranston, N. (2011). Ethical dilemmas: a model to understand teacher practice, Teachers and Teaching: theory and practice, 17:2, 173-185, DOI: 10.1080/13540602.2011.539794
Jay, J.K. and Johnson, K.L. (2002) Capturing complexity: a typology of reflective practice for teacher education. Teaching and Teacher Education, 18, 73-85.
Education Council. (2017). Our Code Our Standards. Retrieved from: https://educationcouncil.org.nz/sites/default/file...
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