Osterman & Kottkamp (1993) state that the awareness of the problem motivates the learner to absorb new information as part of an active search for better answers and more effective strategies. By seeking out this postgraduate DCL programme, i had identified that i needed new information to summarize and synthesize into the practice most beneficial to our 21st century learners. However it was my lack of knowledge in educational/technological advancements that had been a challenge which tested my own competence in areas outside of my 'teaching comfort zone.' But this journey had not only provided a challenge for this comfort zone, it also pushed me to try and re-invent what the comfort zone could look like with 'new found confidence and trust in digital technologies'.
As apart of this journey, i was repeatedly prompted and challenged to incorporate and promote my teaching style through the digital mediums, which became, Google Docs/Google Classrooms, Screen-castify, Book Creator and Our own version of blended learning. Slowly each of these pieces of technology were introduced to small groups of innovators who would experiment, ask questions and would eventually tell me how they would like to use the provided technology.
Due to the situational leadership and agile style of servant leadership we had touched on within The MindLab, i was able to fully facilitate a digital shift in how we used the technologies at our disposal. By utilizing Puenteduras' (2003) SAMR model, we were able to collaboratively mold the technologies we saw and use them to aid the transmission and reciprocation of Te reo Māori (TRM) within our classroom environment, and eventually wider whānau community. These advancements in thinking around leadership, usefulness of technology and student inquiry enabled me to be more critical in my own thinking and gain additional information before making judgments that would influence the direction of our class/community/school as a whole (Osterman, 2015).
By being apart of this journey, i was exposed to the numerous possibilities and endless amounts of opportunities to consider alternate ways of thinking and acting towards Digital technologies, leadership, collaborative and its inter-connectedness with 'how the 21st century learner' is needing to be equipped with more than i could offer.
How have I changed my practice?
This programme has prompted to try things that i had previously rejected. Allowing me to see relevance in technologies and approaches i formerly thought outrageous. Guiding me to make connections between new theory and current practice, to integrate new information and ideas into my future practice (Osterman, 2015).
This programme changed my scope of educational tools, but made me realize that there is so much still unavailable to those in Māori-medium. And i hope that one day i can encourage change in Digital technologies used in Māori settings in TRM for my students/ colleagues/ whānau/ communities as much as The MindLab has in its participants in this intake.
References;
Morrison, S., & Morrison, S. (2017). Māori At Home; An everyday guide to learning the Māori language. Penguin Random House New Zealand.
Puentedura, R. (2003). The SAMR Model Explained by Ruben R. Puentedura. Retrieved from https://www.youtube.com/watch?v=_QOsz4AaZ2k
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