Applied 2: Reflective Entries
Digital Divides
There are several aspects to reflect upon when considering the ‘digital divide’ we experience in
practice, and the impact these have on the inquiry my colleague and I are conducting together within
our Hub learning environment. One highlights how our wider community, teaching staff and students'
families have influence into how bias thinking is perpetuated or reversed. Alan Hall (2001) understood
that the new millennium was the making of a future that would see an ever increasing “cultural,
social and ethical pluralism” (p. 2) within New Zealand classrooms. Hall (2001) noted that diversity
within class environments has meant that today's teachers need to work within multiple belief
systems, personal ideologies and a more ‘present’ student whanau. Reflecting on the implications
diverse belief systems have on our practice and inquiry has highlighted how seemingly little things
can have a direct affect on class environment and teaching.
practice, and the impact these have on the inquiry my colleague and I are conducting together within
our Hub learning environment. One highlights how our wider community, teaching staff and students'
families have influence into how bias thinking is perpetuated or reversed. Alan Hall (2001) understood
that the new millennium was the making of a future that would see an ever increasing “cultural,
social and ethical pluralism” (p. 2) within New Zealand classrooms. Hall (2001) noted that diversity
within class environments has meant that today's teachers need to work within multiple belief
systems, personal ideologies and a more ‘present’ student whanau. Reflecting on the implications
diverse belief systems have on our practice and inquiry has highlighted how seemingly little things
can have a direct affect on class environment and teaching.
Our inquiry is digital and collaborative. Unfortunately being the beginning of the school year our
digital privilege was tested as new students waited for chromebooks and others fixing. This caused a
huge digital divide. As we work almost completely digitally it was glaringly obvious how those without
devices were facing educational bias. Our regular planning and inquiry focus required students to
have access to a device in order to experience the amplification of learning tasks. Our tasks are
multimodal, with links to multiple learning objects and perspectives simply a click away. Those who
are device free are limited to what resources we have in our Hub and school resource room. Students
without devices lack options for knowledge creation, which are narrowed to writing and hand drawing. There is
the buddy option, where a student collaborates with someone who has a device. Where this idea fails
to meet expectations for us lies in something our school calls ‘Kawa of Care’. This agreement between
the school and student means no touching other students devices. We also received parental f
feedback, weary of their child having to share with others as it could affect their child's ability to
complete tasks. Here we realised that some of our community may not be aware of how we are
encouraging more collaboration within our learning community. Collaboration can be present through
dialogue and sharing ideas when working with a buddy, which are relevant to our inquiry. However
the partnership needs to be a compatible working fit.
digital privilege was tested as new students waited for chromebooks and others fixing. This caused a
huge digital divide. As we work almost completely digitally it was glaringly obvious how those without
devices were facing educational bias. Our regular planning and inquiry focus required students to
have access to a device in order to experience the amplification of learning tasks. Our tasks are
multimodal, with links to multiple learning objects and perspectives simply a click away. Those who
are device free are limited to what resources we have in our Hub and school resource room. Students
without devices lack options for knowledge creation, which are narrowed to writing and hand drawing. There is
the buddy option, where a student collaborates with someone who has a device. Where this idea fails
to meet expectations for us lies in something our school calls ‘Kawa of Care’. This agreement between
the school and student means no touching other students devices. We also received parental f
feedback, weary of their child having to share with others as it could affect their child's ability to
complete tasks. Here we realised that some of our community may not be aware of how we are
encouraging more collaboration within our learning community. Collaboration can be present through
dialogue and sharing ideas when working with a buddy, which are relevant to our inquiry. However
the partnership needs to be a compatible working fit.
Another notable bias when considering the issues we face coming into a new teaching year, is the
level of expected digital knowledge we may have assumed was there for all of our students. Our
school wide digital privilege extends to year three and four, however the amount of digital knowledge
or experience students have coming up to senior school depends on the level of digital skill and
integration previous teachers work with. We noticed a disparity in student digital ability. Also a factor
with new students who were not familiar with Google tools and somewhat overwhelmed with our
digital student planning. This meant half of our students were equipped to complete tasks and come
on board with our inquiry process, and half were too far behind to engage in the work due to lack of
digital knowledge. The idea of working with a buddy is automatically encouraged, but without a
certain level of skill and awareness of processes needed to engage, the task was useless
(Fox-Turnbull, 2006).
level of expected digital knowledge we may have assumed was there for all of our students. Our
school wide digital privilege extends to year three and four, however the amount of digital knowledge
or experience students have coming up to senior school depends on the level of digital skill and
integration previous teachers work with. We noticed a disparity in student digital ability. Also a factor
with new students who were not familiar with Google tools and somewhat overwhelmed with our
digital student planning. This meant half of our students were equipped to complete tasks and come
on board with our inquiry process, and half were too far behind to engage in the work due to lack of
digital knowledge. The idea of working with a buddy is automatically encouraged, but without a
certain level of skill and awareness of processes needed to engage, the task was useless
(Fox-Turnbull, 2006).
As a result of the digital divide we were experiencing we decided to scale back our inquiry. Digital
equity was a step we needed to focus on in order to prepare our students for future collaborative
experiences during the year. We are now aware that our beginning of the year teaching needs to
revert back to refreshing and/or teaching basic digital skills such as: Google slides, and all the features
that give students the possibilities to turbocharge (Kootuitui Learn I Ako Staffmeeting Term 1, 2020)
their learning and creating. Google drawing, allowing all students artistic capabilities not possible with
materials. Blogging with explanations of learning coupled with authentic and meaningful commenting.
These skills we take for granted, our team are digital natives who collaborate and create in digital
spaces constantly. We must regroup coming into the new year with an acute awareness of digital
literacy as our primary focus.
equity was a step we needed to focus on in order to prepare our students for future collaborative
experiences during the year. We are now aware that our beginning of the year teaching needs to
revert back to refreshing and/or teaching basic digital skills such as: Google slides, and all the features
that give students the possibilities to turbocharge (Kootuitui Learn I Ako Staffmeeting Term 1, 2020)
their learning and creating. Google drawing, allowing all students artistic capabilities not possible with
materials. Blogging with explanations of learning coupled with authentic and meaningful commenting.
These skills we take for granted, our team are digital natives who collaborate and create in digital
spaces constantly. We must regroup coming into the new year with an acute awareness of digital
literacy as our primary focus.
Inquiry and Future Practice
Our inquiry focus then morphed into creating activities that reflected the SAMR model, a
methodology that adapts a more meaningful approach to the use of technology when teaching
(Romrell et al., 2014). During a professional development session we reflected on technology use.
Challenging our planning and practice to not default to the direct substitution level technology offers.
We feel our planning is consistently amplified, that is to say that our teaching practice allows for
technology to provide “a substitute for other learning activities but with functional improvements”
(Romwell et al., 2014, p. 4). We are focussed on improvement when considering how “technology
allows the learning activity to be redesigned” (Romwell et al., 2014, p. 4). The three main areas of
learning we are working to develop within the SAMR model for our students are:
methodology that adapts a more meaningful approach to the use of technology when teaching
(Romrell et al., 2014). During a professional development session we reflected on technology use.
Challenging our planning and practice to not default to the direct substitution level technology offers.
We feel our planning is consistently amplified, that is to say that our teaching practice allows for
technology to provide “a substitute for other learning activities but with functional improvements”
(Romwell et al., 2014, p. 4). We are focussed on improvement when considering how “technology
allows the learning activity to be redesigned” (Romwell et al., 2014, p. 4). The three main areas of
learning we are working to develop within the SAMR model for our students are:
- Learning by sharing ideas in discussion
- Learning by thinking critically and developing strategies
- Collaborating and making choices in learning, creating and sharing
- (Kootuitui Learn I Ako Staffmeeting Term 1, 2020).
We were asked to consider the following statement and reflect on how we could as a team create rich
tasks that redefined our use of technology.
Enabling learning experiences that were previously not possible before digital technology. This is not
about create…. This is about the learn… how are we engaging our learners to hook them into learning
by harnessing the digital? (Personal Communication, 2020)
tasks that redefined our use of technology.
Enabling learning experiences that were previously not possible before digital technology. This is not
about create…. This is about the learn… how are we engaging our learners to hook them into learning
by harnessing the digital? (Personal Communication, 2020)
As our inquiry required this step backwards in order to move forward, we devised a lesson plan we
hoped would promote collaboration and give those students who needed digital confidence a fun
place to start. The online te reo Māori game Kupu Hono was where our turbocharged inquiry activity
began. Through our Mindlab studies we discovered Kupu Hono. We understood the value of
gamification for student engagement and the game content was a great fit for our Hauora topic
(Fox-Turnbull, 2006). We introduced Kupu Hono and the students were immediately hooked and
engaged. Seeing the power of gamification was impressive. I observed students with diverse beliefs,
varying levels of te reo knowledge and differing digital skills all fully participate and thoroughly enjoy
the redefined learning experience Kupu Hono provided. Kupu Hono was a fun way to learn, with the
scaffolded beginning setting everyone up for success. The visual representations of the words
reinforce learning and the game continues the process over different levels. Students excelled at word
recognition and retaining their meanings. I believe this is due to the fact no English match word was
ever present. I have been told that if you display the English word next to the Māori word, students
will usually default to the dominant language.
hoped would promote collaboration and give those students who needed digital confidence a fun
place to start. The online te reo Māori game Kupu Hono was where our turbocharged inquiry activity
began. Through our Mindlab studies we discovered Kupu Hono. We understood the value of
gamification for student engagement and the game content was a great fit for our Hauora topic
(Fox-Turnbull, 2006). We introduced Kupu Hono and the students were immediately hooked and
engaged. Seeing the power of gamification was impressive. I observed students with diverse beliefs,
varying levels of te reo knowledge and differing digital skills all fully participate and thoroughly enjoy
the redefined learning experience Kupu Hono provided. Kupu Hono was a fun way to learn, with the
scaffolded beginning setting everyone up for success. The visual representations of the words
reinforce learning and the game continues the process over different levels. Students excelled at word
recognition and retaining their meanings. I believe this is due to the fact no English match word was
ever present. I have been told that if you display the English word next to the Māori word, students
will usually default to the dominant language.
The next day was set up to recap together words we learned from Kupu Hono. Beginning I was
mindful to only show a few English comparisons as I wanted the focus to be te reo Māori. We
discussed transliteration words and why this is a product of our shared history. The evolution
continued to include other kupu Māori the students knew, including kupu we regularly use in school.
mindful to only show a few English comparisons as I wanted the focus to be te reo Māori. We
discussed transliteration words and why this is a product of our shared history. The evolution
continued to include other kupu Māori the students knew, including kupu we regularly use in school.
Part of our focus is about students “Collaborating and making choices in learning, creating and
sharing” (Kootuitui Learn I Ako Staffmeeting Term 1, 2020). Our students were given two tasks. The
first task was amplified and gave them the freedom to express what kupu Māori they learned, with
multimodal choice. This meant digital tools were used in multiple ways. Students made te reo word
searches, crosswords, and digital/non-digital art in varied contexts (Fox-Turnbull, 2006). The freedom
of choice for this task meant high engagement and teachers learned from students as they came up
with new ideas to share their learning. Students took into account how their work would/could be
shared to an audience. They considered how to pass on the knowledge they had acquired.
sharing” (Kootuitui Learn I Ako Staffmeeting Term 1, 2020). Our students were given two tasks. The
first task was amplified and gave them the freedom to express what kupu Māori they learned, with
multimodal choice. This meant digital tools were used in multiple ways. Students made te reo word
searches, crosswords, and digital/non-digital art in varied contexts (Fox-Turnbull, 2006). The freedom
of choice for this task meant high engagement and teachers learned from students as they came up
with new ideas to share their learning. Students took into account how their work would/could be
shared to an audience. They considered how to pass on the knowledge they had acquired.
Secondly our students created a Kahoot! This task was turbocharged and reflected the SAMR concept
of redefinition, described by Romrell et al., (2014) as a way “... technology allows for the creation of
tasks that could not have been done without the use of the technology” (p. 2). The Kahoot structure
provides students with choice and control over their learning object and how wide they share it. Our
students' knowledge creating for this particular activity encompassed collaboration, making choices
about how they created and shared their learning all within a turbocharged task (Fox-Turnbull, 2006).
Mindlab and Professional Development
Our experience creating a rich task that worked to combine several aspects of our Mindlab and
professional development learning opportunities was an eye opening moment. I had enjoyed learning
about digital technology as a way to redefine learning not simply substitute what we already have.
This was a concept I felt connected to and going forward I now have multiple resources and guides to
help grow my ideas as a teacher who works in a 1:1 device learning environment. I would love to see
more designers/creators using digital platforms and gamification as a way to aid 21st Century
teaching and learning. Mindlab has taught me that our students are part of a growing online world
unlike we have ever seen. Globalisation, transparency of knowledge and our fast paced lives requires
students educational needs to reflect the world they will work in.
professional development learning opportunities was an eye opening moment. I had enjoyed learning
about digital technology as a way to redefine learning not simply substitute what we already have.
This was a concept I felt connected to and going forward I now have multiple resources and guides to
help grow my ideas as a teacher who works in a 1:1 device learning environment. I would love to see
more designers/creators using digital platforms and gamification as a way to aid 21st Century
teaching and learning. Mindlab has taught me that our students are part of a growing online world
unlike we have ever seen. Globalisation, transparency of knowledge and our fast paced lives requires
students educational needs to reflect the world they will work in.
Leading others into a turbocharged digital future requires collaboration and time to think outside the
box. Throughout this mindlab journey, in particular the inquiry process; I have felt a lot of different
methods of teaching and learning click, and I feel I am now in the position to share with my colleagues
ideas and lesson plans I have created. Lessons that combine fun, future skills and critical thinking,
while allowing students to take control or own their learning, creating and sharing. Lessons that I now
approach from different angles. Hoping to encompass collaboration and redefine digital technology.
The SMAR model being highly relevant learning for my teaching practice to move forward. I now look
to create tasks that provide choice and embed technological learning which will add to students
knowledge.
box. Throughout this mindlab journey, in particular the inquiry process; I have felt a lot of different
methods of teaching and learning click, and I feel I am now in the position to share with my colleagues
ideas and lesson plans I have created. Lessons that combine fun, future skills and critical thinking,
while allowing students to take control or own their learning, creating and sharing. Lessons that I now
approach from different angles. Hoping to encompass collaboration and redefine digital technology.
The SMAR model being highly relevant learning for my teaching practice to move forward. I now look
to create tasks that provide choice and embed technological learning which will add to students
knowledge.
Understanding that my students require power, respect and equality in terms of learning experiences
was made clear when researching the concept of Followership. I had never heard of it, yet I related as
a professional follower. Followership is such a beautiful way to describe how as a functional
community we all need to take the lead or be led at different times. The idea highlights how
successful leaders will acknowledge the whole team as vital. Just as teachers must realise students
will only learn from you if they feel that you care about their world, respect their ideas and opinions,
and give them opportunities to be in control.
was made clear when researching the concept of Followership. I had never heard of it, yet I related as
a professional follower. Followership is such a beautiful way to describe how as a functional
community we all need to take the lead or be led at different times. The idea highlights how
successful leaders will acknowledge the whole team as vital. Just as teachers must realise students
will only learn from you if they feel that you care about their world, respect their ideas and opinions,
and give them opportunities to be in control.
Moving forward I feel that I need to grow my knowledge around data collection. My mind as a learner
and teacher moves backwards and forwards, sideways and every which way. I struggle to keep track
of physical evidence that backs up my noticings, ideas and thinking about student development.
Collaborating with my colleague has helped me focus. Complimentary ideas when planning tasks,
inquiry thinking and collecting evidence has been effective. Our year is only beginning and together
we have learned a lot about how our new cohort of students respond to our teaching. We will
continue to focus on how we can keep engagement high, using redefined technological and
turbocharged learning experiences.
Reference List
Fox-Turnbull, W. (2006). The influences of teacher knowledge and authentic formative assessment on student learning in technology education. International Journal of Technology and Design Education, 16(1), 53-77.
Hall, A. (2001, April). What ought I to do, all things considered? An approach to the exploration of ethical problems by teachers. In IIPE Conference, Brisbane. Added to this site with permission.
Romrell, D., Kidder, L., & Wood, E. (2014). The SAMR model as a framework for evaluating mLearning. Online Learning Journal, 18(2).
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