Digital Fluency Week 8

What did I learn that increased my understanding of Manaiakalani kaupapa and pedagogy?

Empowerment gives people control or agency over their own lives.
As teachers we should first identify what disempowers the students and their whanau in our communities. 50% of those living in the Far North represent the 5th most deprived people in NZ. As educators we must consider the impact  of poverty on our students and what we can do to change this.   

Manaiakalani pedagogy aligns with the NZ Curriculum in the firm belief that students must be given opportunities to develop 'capabilities for growing, working and participating in their communities.' Students need to feel comfortable in the digital world because this the future. They can not be empowered unless they have agency/choice in their learning and are able to create their own digital footprint in a digital world - VISIBLITY.  They will not be empowered until they can learn globally, at anytime, anywhere - UBIQUITY. Student learning will not be visible or ubiquitous unless they are CONNECTED and are able to share and collaborate.

Manaiakalani pedagogy aims to empower students, their whanau and teachers through digital technology capability. Digital technology should NOT be understood as just a tool but instead as the means to empower our lives. Class sites and Blogs therefore need to be visible and accessible to whanau which will support families to be more connected to schools and to discuss and understand the learning of their children. 

How has the Manaiakalani kaupapa EMPOWERED you professionally with your teaching practice?

Today in the beautiful setting at the Waitangi Museum we had the opportunity to develop our understanding of  Hangarau Matihiko, the new Digital Technologies Curriculum which has two strands:
1. Computational Thinking for Digital Technologies
2. Designing and Developing Digital Outcomes

Monika and Kerry from the Raranga Matihiko programme gave us the wonderful opportunity to inquire into computational thinking and design by experimenting with a variety of amazing resources. 

I had fun discovering with Esther Dickenson as we created the following video using the 'Green Screen', and adding photos to the background. Our 'bloopers' were not arranging/inserting objects in the right order and that is why the whare, which should have been in the foreground, is imposed on the photo of trees and sky in the background. The outcome is still pretty cool.  What a great activity for using and developing the imagination and creativity. I would love to set up a 'Green Screen' booth or corner in the play room next year.

How has the Manaiakalani kaupapa EMPOWERED  you with new skills to use with your learners?  

Computational Thinking is a task broken down into little parts i.e. coding. Decomposition skills can be taught/practised without devices. This is coding 'unplugged' which I loved the idea of and can see this working really well in the junior classroom to develop computational skills, thinking and the key directional vocabulary in a collaborative and fun way. The coding app/programme 'SCRATCH' developed by Mitchel Resnick provides printable coding tiles to be used in this way. I will certainly take advantage of this. I've also ordered his book 'Lifelong Kindergarten - Cultivating Creativity' to help give some inspiration as I work towards establishing play-based learning at our school. Blending the 'Manaiakalani' and 'Learning through Play' pedagogies will be my focus.

How has the Manaiakalani kaupapa EMPOWERED  you personally?                    

My learning today has given me a clearer perspective of the Manaiakalani kaupapa and the necessity of preparing our students for the future. This pedagogy links to The Digital Technologies Curriculum perfectly.  Both have their roots in creativity and diversity, teaching and using the skills that will be required for productivity and input to better our communities and personal wellbeing and accomplishments.
Computational thinking can be applied to any activity [waiata ringa ringa; poi, rakau, tukutuku panels]. It is about applying rules, patterning and relationships, and can be intergrated into any classroom focus to make the learning authentic. Good pedagogy dictates that we do this anyway. It is the scaffolding that gives structure and embeds the learning.  .