Activity 8 - Key Change in my professional practice

What?

A key change in my professional practice would be my understanding of how a quality TAI (Teaching As Inquiry) project should be constructed and conducted.(Professional learning - Use inquiry, collaborative problem-solving and professional learning to improve professional capability to impact on the learning and achievement of all learners.)

Now What? (Osterman & Kottkamp, 2015)

Stage 1 Problem Identification

It is not enough to be handed a model and/or an outline of a task without a working understanding of the building blocks that makes it effective. and it does not build capacity to learn. It is the old adage, give a man a fish, you feed him for a day. But teach him to fish and he can feed himself for a lifetime.
When introducing a new initiative, it is important that leaders manage the change and take the time to educate the participants or help them discover the value of this change so they are able to take ownership of the learning, demonstrate a working understanding and eventually, independently use this tool again in the appropriate context. Fullan & Quinn wrote about connected components. They say, “The first step in making headway in the complex world of subjective coherence, it to train yourself in simplicity. This means taking complex problem, identifying the smallest number of key components ad making them gel. (Fullan & Quinn, 2016, p. 32) They go on to explain that because leaders say “this is the way we are doing a task”, does not mean that the people are convinced of the value of the ideas. They see effective leaders as being able to participate as learners.

Coherence Framework Fullan & Quinn 2016

Stage 2 Observation and analysis

Most of my observations regarding this issue are anecdotal. This includes my own experience and those of others as they express confusion regarding the process or the validity of the inquiry to their practice. The process has been top down directed (driven by National Standards) and linked in with the professional development being offered at the time. Should our TAI be driven by our professional needs for improvement rather than an all encompassing directive?

Stage 3  Abstract re-conceptulisation

Spiral of Inquiry Retrieved from: The Spiral Playbook C21 Canada

I found the book, The Spiral Playbook very helpful in clarifying the stages of a TAI and how each component built upon the other to focus your purpose and execution.  In planning the TAI, it gave the framework clarity and simplicity without compromising the quality of the information. Along with the readings and assignments  set by the MindLab, I have built an understanding of action research (Ferrance, 2000) and how it is best used to effect change in my practice and to make informed decisions regarding effective learning and teaching, especially around the use of ICT technology.

Stage 4 Active experimentation

As a result of the TAI research, when deploying the iPads into the junior school, the emphasis has been on the students creating content. The iPads are seen as learning tools to support the learning and the students are taking ownership of their learning, being given agency to express their ideas and internalise their knowledge in a manner that suits them, allowing students to manipulate, tinker and create. We aim to be working in the upper levels of Blooms (Centre for Teaching Excellence, University of Waterloo., 2018) and the SAMR model (Puentedura, 2013).  As a school we have also adopted Seesaw as our eportfolio platform to again give our students the ability to create content for an authentic audience and create that home/school partnership.

What Next?

The whole process has improved the quality of information gained from my TAI and ensures that any recommendations or decisions made regarding the procurement and utilisation of devices in our school is well researched and informed, thus making the most of our investment in ICT for the betterment of the teaching and learning.
Moving forward, I now have a good working understanding of action research and will be striving to make a tangible difference to the quality of my students learning experiences and their skill sets.

References:

Centre for Teaching Excellence, University of Waterloo. (2018, February 28). Bloom's Taxonomy | Centre for Teaching Excellence. Retrieved from https://uwaterloo.ca/centre-for-teaching-excellence/teaching-resources/teaching-tips/planning-courses-and-assignments/course-design/blooms-taxonomy

Ferrance, E. (2000). Action Research (1st ed.). Retrieved from https://www.brown.edu/academics/education-alliance/sites/brown.edu.academics.education-alliance/files/publications/act_research.pdf

Fullan, M., & Quinn, J. (2016). Coherence Making. School Administrator, 30-34. Retrieved from https://www.scoe.org/files/Fullan_Quinn.pdf

Kaser, L., & Halbert, J. (2017). The Spiral Playbook: Leading with an inquiring mindset in school systems and schools [PDF] (1st ed.). Retrieved from http://c21canada.org/playbook/

Osterman, K. F., & Kottkamp, R. B. (2015). Reflective practice for educators : professional development to improve student learning.(2nd ed.) New York: Skyhorse Publishing.

Puentedura, R. R. (2013, June 13). The SAMR Model Explained by Ruben R. Puentedura [Video file]. Retrieved from https://www.youtube.com/watch?v=_QOsz4AaZ2k

Activity 7: Indigenous knowledge and cultural responsiveness in my practice

What?

My understanding of being culturally responsive is to respect a person’s upbringing and their personal history. To understand that their view of this world will be different to mine due to their values and beliefs and so through this filter will interpret information and act within our world accordingly.
As a teacher, you are able to capitalise on the diversity within your class to offer all students the ability to connect with the learning in their own way, to have them share their views and in this way everyone is enriched.

So What?

In reflecting on our school’s values and beliefs around cultural responsiveness, I used the Poutama model to map our own culturally responsive journey and the aspects of our practice that is going well and what is a work in progress. If found a lot of information in our charter about building relationships with students, whānau and the wider Papamoa and Tauranga community. Using our values to build trusting relationships and affirm our Māori learners as Māori.
We have done a lot of work in the community. We have a good relationship with our local iwi and through the Nga Potiki programme over the past 2 years, we have been able to support target students and this year, because of the relationships that have been established, this support has continued in some areas. We are bringing knowledge in from the community by having experts support our learners and teach through waiata and Kapa Haka.
The school’s curriculum is built around the connected curriculum and authentic learning (inquiry). There is a culture of engaging with community experts, posing and solving real world problems and empowering the learners to follow their wonderings. This is interweaved with our school values to promote positive living and learning behaviours.

What Next?

Our school is building a culturally inclusive environment by being trilingual (including sign language) and gradually renovating the environment to be more inviting to a wider community. The curriculum acknowledges the benefit of catering to students on a multicultural level and uphold inclusive practices including students with behavioural and/or learning challenges.
Assessment (not just at our school) is an area that is being held fast in the 19th century. With whole school assessment and still steeped in the reading and writing model (in any subject area), this excludes almost 20% of our students from being assessed on what they know, not what they are able to recall and record.
The fact is that we still need to be able to plot progress and considering our need to be active researchers, this entire facet of our practice is long due for an overhaul.
Therefore the ‘Assessment’ section of my model is based on our beliefs in learning and I see these as being the basis for moving forward with our assessment. That our curriculum is flexible and students are given a variety of opportunities to learn from. The students are assessed through their reflections and can provide evidence of a learning journey (e-portfolios) and finally that their new skills are applied back into the learning cycle of building upon successes and iterate to practice and test out new found skills.
Changing how we assess students can be a more accurate measure of their learning success and as such be more culturally inclusive by giving students the agency to show their progress that is in tune with who they are.

References:

Skilton, M. (2018) Tahatai Coast School Charter 2018 - 2020 and 2018 Annual Plan Retrieved from https://docs.google.com/document/d/15nfjcjk7iAnbI3e1iJr5FrTHCrTlA6GG6wlWbp9J1us/edit

Unitec. (n.d). Learning and Teaching at Unitec Institute of Technology. Retrieved from U008817 Learning and Teaching Booklet.pdf

Activity 6: Contemporary trend in New Zealand or internationally

What?

There is a major trend with an ageing workforce population. (National Intelligence Council (U.S.), issuing body, 2017, p. 08)  With a younger population, There has been a trend in increased violence and instability. Workforce trends also a foresee a lack of opportunities for women (South Asia, Africa) and a disproportionate increase in the male population (Middle East, East & South Asia) due to sex-selective family planning, creating a lack of diversity. It has been recommended that the focus be on education and employment.(National Intelligence Council (U.S.), issuing body, 2017, p. 10) . There needs to be a focus on 21st Century skills to succeed in the workforce, which also includes emotional intelligence.  (Organisation for Economic Co-operation and Development. issuing body. Centre for Educational Research and Innovation. OECD iLibrary, 2016, p. 17)

In a study comparing the older workforce with their young compatriots, JPL noted that the difference in the quality of the skills being brought to the workplace appear to be due to the difference in their childhood experiences. Previous generations were tinkerers and makers, pulling things apart and reassembling or repurposing materials. (Hlubinka et al., 2013, p. 03)

These trends are both interconnected and important because as educators, we are wanting our students to be successful in the workplace and as the ageing workforce moves on, we are needing to see that young adults are equiped to take on the challenges and be adaptable in our fast changing world.

So What?

In a research report from NMC and COSN, they found these key trends in accelerating technology adoption:
    ▪    Over the next one to two years, STEM is becoming a higher priority and is already being morphed into STEAM to include the arts. Coding is being encouraged to be treated as a literacy, a part of the curriculum.
    ▪    In the next three to five years, it is forecast that there needs to be a redesign in the learning spaces to accomodate the move to a more student focused pedagogy.
    ▪    In the next five or more years there is a focus on cultures of innovation and deeper learning approaches. (New Media Consortium & Consortium for School Networking, 2017)

This means schools and teachers are moving to change their pedagogical practise to be more student focused. Spaces are more flexible to support the change in curriculum delivery. The student’s graduate profile will include 21st Century skills to equip them in an unknown working environment to be entrepreneurial, with the ability to be self taught and to work in teams.

Now What?

Enter the Makerspace movement. This is constructionist or constructionism which is the philosophy of hands-on learning. (Kurti, Kurti, & Fleming, 2014, p.08)  Here the students learn to fail, iterate, collaborate, problem solve andinnovate, based on curiosity and play. (Kurti, Kurti, & Fleming, 2014) (Hlubinka et al., 2013) This has been evolving amongst New Zealand schools and the movement appears to have gained traction.

This is bringing us back to more play based learning and giving our students the opportunity to develop those skills evident in the older workforce in the JPL research. The collaborative and social emotional skills learned through working in teams, sharing their learning, failures and successes, will hopefully address the trends involving violence and instability by educating young people in emotional intelligence. With the opportunity for all students to be involved in making and tinkering, it is hoped that girls will develop the “I can do anything” mindset which is synonymous with the Maker Movement, addressing the lack of diversity in the STEM workforce.

Importantly, to create a successful Makerspace, it is more about the mindset. Having a growth mindset, be willing to be self-taught, be collaborative, celebrate failure and expect breakages. Share the student’s learning and solutions. Don’t be the expert, ask more questions than answers given and encourage other students to take on mentor roles. (Kurti, Kurti, & Fleming, 2014, pg 11) Give the students the opportunity to exercise perseverance, personal excellence, integrity, responsibility and respect, within an engaging and fulfilling educational environment.

References
Hlubinka, M., Dougherty, D., Thomas, P., Chang, S., Hoefer, S., Alexander, I., … McGuire, D. (2013). Makerspace playbook. Retrieved from http://makered.org/wp-content/uploads/2014/09/Makerspace-Playbook-Feb-2013.pdf
Kurti, R. S., Kurti, D. L., & Fleming, L. (2014). The Philosophy of Educational Makerspaces. Teacher Librarian, 41(5), 8-11. Retrieved from http://web.a.ebscohost.com.libproxy.unitec.ac.nz/ehost/detail/detail?vid=0&sid=6a8d93c2-3c33-439f-9c97-ef0fd5de0cc7%40sessionmgr4006&bdata=JnNpdGU9ZWhvc3QtbGl2ZSZzY29wZT1zaXRl#db=ehh&AN=96678445
National Intelligence Council (U.S.), issuing body. (2017). Global trends: Paradox of progress. Retrieved from www.dni.gov/nic/globaltrends
New Media Consortium, & Consortium for School Networking. (2017). Horizon Report: 2017 K–12 Edition. Retrieved from https://www.nmc.org/nmc-horizon-news/nmc-and-cosn-release-the-horizon-report-2017-k-12-edition/
Organisation for Economic Co-operation and Development. issuing body. Centre for Educational Research and Innovation. OECD iLibrary. (2016). Trends shaping education 2016.

Activity 5 - Professional Online Social Networks

Descriptive:

My first foray into the world of social media on a professional level, was with Twitter. Since I felt I was an empty vessel, I was a ‘lurker’ or ‘stalker’ and read as much as I could. It was invaluable as I was able to pull information from several source and start to see trends and ideas that were more enduring in nature, in the world of e-learning. Have found Tweetdeck as a great way to keep your hashtag groups organised and a tool to sift through the mountain of information available on your feed.
Next I moved onto Zites (since gone), which as an app that gave you access to articles based on your interests. This along with the Twitter feed gave me a grounding in what were useful resources and pedagogical practices associated with integrating ICT into the classroom.
Facebook and the VLN came along and by then as participants were asking questions I found that by now I felt I could start to join in the discussions.

Critical Reflection:

Facebook is like a very big staffroom. There are some professional conversations and ideas for the classroom, others seeking advise on pedagogical or employment matters, people seeking affirmation or validation of their current practice and others offering anecdotes of “life as a teacher”.

Linkedin has morphed into almost a Facebook platform. “Connections” can share ideas and link their posts with information of interest. At this point in time, it is still a very professional platform and I have seen examples of unprofessional behavior not being tolerated.

Twitter can be multifaceted. By it’s very nature of limited characters in a message, it is used as a bulletin board, offering links to further readings, updates to software and blogs or an alert to the release of new digital resources. You can filter a lot of information in a relatively short amount of time, only venturing into areas of interest to you. There are the #Chats that are scheduled and gives participants a chance to enter professional discussions and gain a variety of perspectives on the subject to hand. It is the chance to build a network of like minded and expert people to seek advise and opinions from if you have any issues or queries. It has also been very handy when attending professional development to be able to enter into discussions about the content as it is being delivered, later to be Storifed as notes so you can refer back to the content.

The VLN has been a good technical platform and again an opportunity for teachers to join groups of interest and become involved in professional discussions. Google+ also gives the participant the option to join groups and share their ideas, join in on discussions as a community of learners.

If someone prefers to get their information visually and orally, there is Youtube and Ted Talks that can be very informative and inspiring. Since the participant is searching for the information, it will more than likely be relevant.

Often software such as Edmodo, ShowMe and Seesaw are supportive by developing a community around the use of their software and encourage teachers to share their practice. This is great, especially when you are starting out and building up your own practice.

Critical Reflection:

As with all social media, there is always the need to critique the validity of the information gained such as pulling information from a variety of sources. Since the participants are free to join in and leave at any time, it is valuable as ‘just in time’ professional development or self directed learning. In many cases, participants also have the choice of who they are connected to and can join groups which can refine the subject matter so it is relevant to their area of interest. You are able to indulge in professional development ubiquitously and with so much choice of platforms, you are more likely to find a platform that delivers the type of professional development that suits you.  As long as discussions remain respectful and professional, entering into discourse as a means to grow our perspective and pedagogical practice can be valuable.

Resources:

Melhuish, K.(2013). Online social networking and its impact on New Zealand educators’ professional learning. Master Thesis. The University of Waikato. Retrieved on 05 May, 2015 from https://researchcommons.waikato.ac.nz/handle/10289/8482

Sharples, M., de Roock , R., Ferguson, R., Gaved, M., Herodotou, C., Koh, E., Kukulska-Hulme, A., Looi,C-K, McAndrew, P., Rienties, B., Weller, M., Wong, L. H. (2016). Innovating pedagogy 2016: Open University Innovation Report 5. Milton Keynes: The Open University. Retrieved from http://proxima.iet.open.ac.uk/public/innovating_pedagogy_2016.pdf

Activity 4 - Influence of Law & Ethics in Practice

What?

A constant ethical dilemma we face when interacting through our Facebook or any social media account, is what we post and are seen to support or ‘like’.
It came to my attention that even though I have not ‘friended’ any of the parents in our school community, a parent of one of my students commented in passing that she had seen a post that I had ‘liked’. The post itself was of no concern, but I was a little uneasy that my personal activity was reaching the parent community without my having any direct links.
I am perfectly aware that FaceBook is not private and I am  careful about what I post and reasonably careful what I react to or comment on. Since I had that conversation with that parent, my awareness about my activity has been heightened and I always consider, my digital footprint and how this affects my professional profile, especially in my school community.
Although a personal FaceBook account can be considered the teacher’s private life, on social media it is very easy to cross over into your work life and there is the danger that at some point in the future a member of the parent body may object to something a teacher supports or has said on FaceBook, even if they have not directly connection to them.
This was highlighted when Ehrich et al., 2011, quoted (De Ruyter & Kole, 2010, pg 207) The perception is that “teaching is a ‘social good’ and teachers are expected to instruct students to think and act in ways that their societies believe are worthwhile and responsible.” Also, Fenstermacher (1990 in Christenbury, 2008, p.32 cited in Ehrich et al., 2011) states, “the teacher’s conduct at all times and in all ways is a moral matter and teaching is a profoundly moral activity.” Teachers are being held to account for their choices in their private lives. This was highlighted in a news report in 2015, focusing on disciplinary action taken against teachers that was reported by the public. The misdemeanours included violence, fraud, convictions involving drugs and alcohol, just to name a few (Ratley, 2015, para 27)

So What?

A teacher’s digital footprint, especially their online presence in social media potentially blurs their private lives in with their professional lives. On social media not every post is wholly in their control such as the practise of tagging people to media or even the taking of the photos or videos in the first instance.
This presents a moral dilemma for teachers and the competing forces is that acceptance is measured by each individual person’s values and beliefs. This is evident across the entire social media network. You only need to spend a few minutes reading any newsfeed to come across the opinionated, the social watchdog or the outraged.
The conflict arises between the private persona and the professional persona. If the two are seen to be diametrically opposed, for whatever reason, there may be a perception that the person is deemed unfit to work with children. In extreme cases of breaking the law or endangering the safety of others this could be justified, but what about just opposing opinions of what is ‘moral’ behaviour?

Now What?

This leaves the teachers with the following choices:

A. Do not have a social media profile at all
B. Use a pseudonym ("Facebook for Teachers: 11 Tips for Protecting your Privacy," 2017) with the privacy settings locked down and updated (Facebook & Underwood, 2015) together with being extremely discerning about who they have on their “Friends” list.
C. Minimise the conflict by deciding if the Facebook or other social media accounts are personal or professional. Have one or the other, or maybe even have 2 running to keep things separate. Talk to their friends about what is acceptable to be posted or tagged in for the sake of their career.

Because teachers are woking with some of the most vulnerable members of our community, essentially, they need to be aware that if they wish to participate on social media in a private capacity, to treat it the same as if they’re walking around the local shopping mall.  The school community could very well see and hear their every move.



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. Retrieved from https://doi.org/10.1080/13540602.2011.539794
Facebook for Teachers: 11 Tips for Protecting your Privacy. (2017, January 12). Retrieved from https://www.webwise.ie/teachers/facebook-for-teachers/
Facebook, & Underwood, P. (2015). Facebook's Privacy Checkup [Video file]. Retrieved from https://vimeo.com/105198517
Ratley, N. (2015, April 6). Reports of teachers' misconduct increase. The Press. Retrieved from https://www.stuff.co.nz/national/education/67617060/reports-of-teachers-misconduct-increase

Activity 3 - Contribution of Teacher Inquiry Topics to my Communities of Practice

In this reflection, critically reflect on how two potential and inspiring digital/collaborative learning related teacher inquiry (TAI) topics would contribute to my CoP (Community of Practice).
  

•    Experience

Communities of Learning work well if all participants are willing contributors and no one person alone is reaping the benefits. I have created sites which have been used as a repository for resources for teaching and learning, but I have done practically all the work and find that others have not found it a priority to contribute (all good intentions aside). I have been part of online Communities of Learning, but got so bombarded with emails and comments, that having become so overwhelmed with information, I have withdrawn. I feel, I prefer a smaller community to participate with and deal in less but more relevant information.

 •    What? (Reflection) Description

The topics I have chosen:
“How can the benefits of play-based or makerspace learning promote student engagement and achievement across the rest of the curriculum?”
and
“How do students learn basic skills by creating content compared with consuming content?"
relate to my issues within my professional practice because as the ICT leader in my school my goal is to have a positive learning influence in the school through the use of digital technology. Also, there has been a long-standing practice of using games to teach basic skills and I have been questioning this. I am sure I have seen the benefits of creating content exceeds the consuming of content as a learning tool.

•    So What? (Analysis) Thoughts and feelings

Our TAI is about improving outcomes for students. It is used by teachers to learn from our practice and build our knowledge. (Ministry of Education, 2009) I am looking to see where a CoP would fit in this process. I found a diagram that made sense to me and gave me some of the insight I was seeking. I can see a CoP being a valuable part of each step in the process.

(Dempsey, 2011)

By including my TAI in my CoP, I would be looking to work with people on a variety of stages of their own learning journey, including other ICT leaders. I would be seeking a reciprocal relationship with the other members in a safe environment. Being able to contribute ideas, hear ideas and having these affirmed or built upon, is what I think makes the CoP the most valuable. (Wenger, 2000)

•    Now What? (Planning) Action

We have a variety of Communities of Learning. These can include:
•    Curriculum Teams
•    Whānau Groups (Teaching teams)
•    Online community such as MindLab Google+, Messenger Group (MindLab Tauranga Group) or Facebook Groups.
I will be teaching students in 90 minute blocks with the learning intention to develop computational and design thinking using a variety of media and mediums. The aim is for these skills to be taken back into their classrooms and used across the curriculum. So, it would be valuable to be including my topic in a number of communities of learning so my work is mutually valuable for all stakeholders in my school as well as being able to share learning experiences with online communities to enrich our knowledge base.

References:

Dempsey, M. (2011). kuraiwa - Teaching As Inquiry Overview. Retrieved from https://kura-iwa.wikispaces.com/Teaching+As+Inquiry+Overview
Ministry of Education. (2009, August 26). Teaching as inquiry / Teachers as learners: Inquiry / Case studies / Curriculum stories / Kia ora - NZ Curriculum Online. Retrieved from http://nzcurriculum.tki.org.nz/Curriculum-stories/Case-studies/Teachers-as-learners-Inquiry/Teaching-as-inquiry
Wenger, E. (2000). Communities of Practice and Social Learning Systems. Organization, 7(2), 225-246. Retrieved from http://journals.sagepub.com/doi/10.1177/135050840072002

Activity Two - Future-oriented Learning and Teaching

This week we are reflecting on how we have positively changed our practice during our postgraduate journey to address one of the themes or subthemes from the reading “Supporting future-oriented learning and teaching: A New Zealand perspective”. I chose Theme 4: "Changing the script": Rethinking learners' and teachers' roles.

•   Why did I make this change?

Our students were working in groups co-operatively but not collaboratively. This meant that some students who always wanted to “work in a group or with a buddy” needed to be redirected by teachers to participate in the group work.

• How was this change triggered during my learning journey at The Mind Lab?

Upon completing the Week Two session on 21st Century Learning Design, and Week Five on Growth Mindsets, it occurred to me what may be missing that would move our students from being just co-operative to collaborative.

• Are there any theories or literature that support my change?

According to García-Valcárcel, Basilotta, & Salamanca, 2014, p. 66, “Collaborative learning encourages students to see situations from different perspectives, creates an environment where they can practice social and leadership skills (social benefits), and provides a satisfactory learning experience that significantly reduces anxiety (psychological benefits). ITL Research Innovative Teaching and Learning. (2012), wrote about students were working collaboratively when they were having a shared responsibility, made substantive decisions and the work was interdependent. To understand the students who appeared to be opting out of their learning,   Dweck, C. S. (2006)  spoke about “low effort syndrome” and how this presented as a student who was reluctant to participate in the learning because of their fixed mindset and reluctance to risk take. So when reading Kozar, O. (2010) it provided us with the understanding that the students require a diverse list of possible means to be able to contribute to a project that would afford them success and ability to draw on their strengths. We also discovered that to personalise the learning, students like to be able to make choices about learning tools (Buchem et al., 2014 as cited in Thibodeaux, Cummings, & Harapnuik, 2017, p. 3). This lead to us brainstorming to list all the possibilities our students could think of to use as learning tools both digital and analogue.  We also drew on Roblyer, M., Edwards, J., & Havurulik, M. (1997) who wrote about Vygotsky and his work on the Zone Of Proximal Development. For our students age and the stage they are at, it was prudent to scaffold this change so they are able to work in that sweet spot between gaining success and being given a challenge. After the process, we wanted the students to reflect on the success of both the end product and the process of working collaboratively. Spiller, D. (2009) Eventually it would be ideal to remove the scaffolding and for students to be knowingly working collaboratively.

• What have I learned from implementing this change?

Working collaboratively for some student does not come naturally and can be emotionally and socially confronting. Some are still finding their strengths and getting to know themselves as learners. They all agree that they are able to produce a superior product for having worked collaboratively. It was a chance to bring the school values to life and to be actively operating in the learning environment. The reflective process needs to be used productively as a spiral, so the students are not starting from the beginning each time and have a chance to build upon their success in developing their collaborative skills.


References:

Dweck, C. S. (2006). The truth about ability and accomplishment. In Mindset: The new psychology of success (1st ed.). New York: Random House

ITL Research Innovative Teaching and Learning. (2012). 21st Century Learning Design Rubrics. Retrieved from Microsoft Partners In Learning website: https://education.microsoft.com/GetTrained/ITL-Research

García-Valcárcel, A., Basilotta, V., & Salamanca, C. L. (2014). ICT in Collaborative Learning in the Classrooms of Primary and Secondary Education. Communicar, 42(21), 65-74. Retrieved from https://www.revistacomunicar.com/

Kozar, O. (2010). Towards Better Group Work: Seeing the Difference between Cooperation and Collaboration. English Teaching Forum, 2010(2), 16-23. Retrieved from https://americanenglish.state.gov/files/ae/resource_files/forum_article_towards_better_groupwork_seeing_the_difference_between_cooperation_and_collaboration.pdf

Roblyer, M., Edwards, J., & Havurulik, M. (1997). Learning Theories and Integration Models. In Integrating educational technology into teaching (pp. 54-77). New Jersey: Prentice Hall.

Thibodeaux, T., Cummings, C., & Harapnuik, D. (2017). Factors that Contribute to ePortfolio Persistence. International Journal of ePortfolio, 7(1), 1-12. Retrieved from http://www.theijep.com

Spiller, D. (2009). Assessment Matters: Self-Assessment and Peer Assessment. Retrieved from Waikato University/Teaching Development Unit website: http://www.waikato.ac.nz/tdu/pdf/8_SelfPeerAssessment.pdf