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of Learning, but got so bombarded with emails and comments, that having become so overwhelmed with information, I have withdrawn.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+OverviewMinistry 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
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