Proof of online participation for EDEM630 course

Screenshots of my participation in online forum discussions & blogs for EDEM630:

Leadership and Change - Reflection

TASK: 
1. Write a reflective memo on 3 course readings related to leadership and change, and introduce the focus of your case study and the models you have chosen to apply.
2. Have a professional conversation about change with a leader who knows your organisation and it vision. 
3. Prepare for the conversation with a set of 3-5 questions. Make field notes of the conversation. 
4. Apply this within your case study to include a leadership theme within Assignment 3 

Reading #1 - Chris Jansen, Positive Change Processes
This video was recorded as part of the educational Leaders Forum in 2011 and features Chris Jansen who is a lecturer at the University of Canterbury. The positive aspect of change was and is really important as life in post-earthquake Christchurch can be tough. Prior to watching the video I had not heard of Appreciative Inquiry so learnt a lot from it. I am familiar with some of Chris' work (e.g. Restorative Practice) as he was one of the lecturers when I went through teachers college at UC.

• Change can be perceived as a negative thing
• Being a change manager is "not a pretty job, but someone's got to do it"
• Richard Pascale - Discussing change with people but often not actually listening to them - social engineering 
• People can get sick of discussing change and potential change, but not being listened to by leadership. Can be very frustrating. 
• Positive psychology can boost positive change processes (e.g. placebo affect) 
• Appreciative Inquiry - Most important aspect is that it looks for the positive. Looks at the idea of going in the direction we focus on (e.g. if we think positively about an issue we will head in the positive direction, and vice versa). 
• 4 Ds - Discover, Dream, Design
• Discover - Experiences around that issue
• Dream - Share experiences with others 
• Design - Strategic planning/design your vision - must be grounded in the process
• Deliver - Action planning, operational goals
• Builds ownership and authorship come as a result (Breakspear, Sheahan, & Thurbon, 2008). 
• Communities, schools and clusters have all used the Appreciative Inquiry process and it has proven successful in the sense that change has been turned into a positive and people are able to work collaboratively. 

Reflection:
I agree that change can be perceived as a negative thing. Often teachers stress over changes if they feel threatened in any way. Changes to the timetable, subjects, teaching or funding seem to be the biggest 'threats' and are often perceived as negative, even though they might not actually be. I have personally seen this on a few occasions, and often it has been related to ICT in the classroom. Some may argue (and stereotype too) that older/more experienced teachers are at times threatened by ICT in the classroom as they think it will change the more traditional way of teaching. This perceived threat is not accurate at times and once this concern is addressed change can be a more positive experience. The CBAM model fits well with addressing these concerns and also links with what Jansen says about the 4 Ds. 

Reading #2 - Michael Fullan, Leading Quality Change 
This EDtalk video of Michael Fullan was made during his presentation to Canterbury school clusters and leaders in 2015. During his talk Fullan discusses what quality change looks like and looks at the links to the New Pedagogies for Deep Learning clusters. These international clusters of schools aims to bring to life to the new pedagogies model which he talks about further in 'A Rich Seam'. Other aims of these clusters is to make sustainable educational solutions which support student outcomes and success enabled by technology.

• In order for change to be successful it needs to be driven by school leadership (SLT, principals). They need to model, participate and drive the change collaboratively. They must also be learners, which allows for a comfortable and more positive environment for staff. 
• Change must be transparent and non-judgemental 
• Change and learning must be valued 
• Leaders need to focus on positive systems, pedagogy and collaboration 
• Discussion of the Ministry of Education's Investing in Success initiative - has the potential to drastically change our educational environment in NZ
• Collaboration and sharing of experiences through school clusters is really important 

Reflection:

The idea of Fullan's that change needs to be driven by school leadership is one that is reflected in many different sources (Davis & Eickelmann, 2014; Zaka, 2012). Cardoza (2013) states that strong leadership is able to maintain and promote change over time. The idea of collaboration around change is also essential, and from a personal view I agree with Fullan. During the change process there needs to be common goals, relevant professional development and teacher choice in order for the change to be successful. There needs to be a "buy in" by teachers in order for the change to happen, especially if it revolves around the classroom.

Reading #3 - Stuart et al. - Extending innovative leadership to better enable e-learning for better student outcomes in primary schools

This article in New Zealand Principal magazine focuses on the elements of the TLRI project. The principals associated with this project describe their role and how their schools benefitted from being involved in the project. The project was called 'Extending innovative leadership to enable e-learning for better student outcomes in primary school' and ran for two years. Principals involved partnered as co-researchers with the help of a team from the University of Canterbury. They looked at a case study of digital leadership at Tawa Intermediate and then went on make their own findings in their contexts. Initially data gathering and identifying projects was the main focus, but then it shifted to implementing these digital projects.

• Tawa Intermediate 
• Staff PD important to reinforce the process
• Student digital portfolio - school wide reporting document
• Some parents not so keen on the idea of digital portfolios - preferred face to face or emails from teachers 
• Belfast School 
• Looked at targeting underachieving students as well as supporting Maori learners 
• Devices needed to be supplied by the school
• Results showed that student engagement, achievement and behaviour all increased positively 
• Important to involve staff in the planning process to enable ownership 
• Levin Intermediate 
• Looked at trying to sync/make it easier for parents and students by coordinating digital technologies with other schools and the community 
• Collaboration with other schools and wider community was beneficial for all 
• Digital technology vision had to match/be similar to the community in order for it to be successful 
• Churton Park School 
• Didn't want teachers getting "bogged down" by ICT issues 
• BYOD implementation 
• Staff set ICT related goals 
• Relevant PD provided 
• Positive introduction of BYOD as the bigger picture had been looked at (e.g. digital citizenship, cyber safety etc). 

Reflection:

A lot of what these e-Learning leaders said were not only relevant but practical too. Whatever the change is there needs to be a benefit or reason for the change. As some leaders suggested, infrastructure and equal accessibility is very important. In my view, it cannot be compulsory for all students to have devices without something in place to cater to those who cannot afford their own device. Most schools have special funds available to those who cannot afford or access a device. 

Professional conversation with a school leader:

Note: Context of change is the implementation of BYOD in 2016

1. How do you approach leadership of e-learning?

• Collaborative approach
• Shared vision that all staff are aware of and have contributed to 

2. Why has the school decided to implement BYOD? Do you think this is important for our students?

• 1st reason = The world is changing and students need technology for their careers in the future. As a school we need to meet the 21st century needs of students.
• 2nd reason = Students were already brining devices to school so we need to look at supporting the pedagogical aspects to match this. 

3. Did the school consult outside parties/communities/parents etc prior to this decision being made?

• The school consulted teachers, parents, the board and students. 
• Outside community not consulted 

4. Did you need to consider aspects such as infrastructure prior to this? 

• Yes - we employed New Era IT to help us with supporting IT
• Invested in a fulltime IT technician to support staff & students
• Microsoft was chosen over Google as more free PD and products were offered to support teaching & learning 

5. What do you think are some of the benefits of BYOD? 

• Collaborative - not just stuck in the classroom 
• Learning is available 24/7 - anywhere, anytime 
• 21st century learning and skills 
• Change of communication 

6. Will BYOD support our priority learners (Maori, Pasifika, GATE, special needs)? 

• Will be beneficial for special needs students as technology can and does already support their learning (e.g. enlarged screens for vision impaired). 
• Will only support other priority learners if the teachers and the pedagogy are also suitable and relevant to them. ICT is just a tool and by itself it will not make a difference to these priority learners. Content and context still needs to be relevant and engaging, not just substituting ICT. 

7. Are you aware of any concerns based model of adoption such as CBAM?

• Not exactly but we did do a survey of teachers and parents to establish their feelings about BYOD
• Have discussed concerns with SLT and aim to address these concerns through PD and policy documents. Some of these concerns have already been addressed. 

8. How do you think the school can further support BYOD implementation?

• More PD for staff showing the range of things that cane be done using ICT
• Explain what BYOD is 
• Plan for the change this year 
• Collaborate and share new ideas and tools 

9. Many academics state that change is a process, rather than an event. How does this fit with the school and the implementation of BYOD?

• Yes, it is a process. It takes around seven years for change to be fully implemented. 
• Planning and reflection is essential and part of the change process 
• I like to think of our BYOD implementation as a journey 
• The BYOD programme will take a few years to reflect good pedagogy
• Change has to be for a reason and the benefits have to be shown/proved to the teachers in order for them to be willing to be part of the change 

My Observations: 

This member of the SLT was very open and transparent with all of the questions. A very friendly and useful conversation. After the interview we discussed the CBAM model and its potential to support and engage teachers in 2016 in regards to BYOD. 

Application of this interview data into Assignment 3: 

As recommended by Niki, I need to focus and elaborate more on the leadership aspect of BYOD implementation. I also want to look at how leaders in schools can support teachers and involve the school community in the change process. This reflects aspects of both of my chosen change models - CBAM and the 'Arena of Change'.
I also want to look at leadership around supporting "priority learners" with e-learning. Specifically looking at supporting Maori and Pasifika students, as I feel I was lacking in this area in Assignment 1 in EDEM630. I will look at MoE documents in this area, such as Ka Hikitia and the Pasifika Education Plan.

“The potential of new technologies to transform teaching and learning is heavily dependent on educators’ abilities to see the affordances and capacities of ICT in relation to the underpinning themes for learning for the 21st century. It is further dependent on schools having the infrastructure, inspiration, capability and opportunities for innovation to achieve these kinds of teaching and learning.” 

Bolstad R. & Gilbert J. et al, (2012)2

References:

Bolstad, R., Gilbert, J., McDowall, S., Bull, A., Boyd, S. & Hipkins, R. (2012). Supporting 
future-oriented learning and teaching - a New Zealand perspective. Report for the Ministry of Education. Wellington: Ministry of Education. 


Breakspear, S., Sheahan, P., Thurbon, D. (2008). Talent Magnets. Retrieved from http://www.simonbreakspear.com/wp-content/uploads/2010/02/Talent-Magnets.pdf 

Cardoza, Y. (2013). An exploration of teachers’ adoption of the bring your own technology program (Doctoral thesis, University of North Texas, Denton, TX). 

Davis, N., & Eickelmann, B. (2014). The restructuring of schooling with digital technology and implications for policy makers and practitioners. (Notes for American Educational Research Association (AERA) annual meeting, 3-8 Apr 2014). 

Fullan, M. (2015, April 15). Leading quality change. EDTalk for CORE. Retrieved from 
http://edtalks.org/video/leading-quality-change


Fullan, M., & Langworthy, M. (2014). A Rich Seam: How New Pedagogies Find Deep Learning. London: Pearson.


Jansen, C. (2012, March 5). Positive change processes. EDTalks. Christchurch, New Zealand.  Retrieved from http://edtalks.org/video/chris-jansen-positive-change-processes#.UKdFZJEaySM

Ministry of Education. (n.d.). Priority Learners. Retrieved from http://elearning.tki.org.nz/Ministry-initiatives/Priority-learners

Stuart, C. Henderson, B. Lye, A. Jeffries, T. Riccard, K. Simpson, P., Mackey, J. & Davis, N. E. (2015). Extending innovative leadership to better enable e-learning for better student outcomes in primary schools. New Zealand Principal, 10-12. Retrieved from http://nzprincipal.co.nz/view-the-magazine/#376/2015-term-1-march-issue 


Tanner Pascale, R. (n.d.). Change, Agility and Complexity Thinker. Management and Business Studies Portal. Retrieved from http://www.mbsportal.bl.uk/taster/subjareas/busmanhist/mgmtthinkers/pascale.aspx

eLPF School Evaluation

This activity requires using the eLPF in my own educational context.

Learning outcome actions

Prepare a blog post of 400 to 500 words where you summarise the results of your whole school evaluation using the eLPF. Describe the organisation in two or three sentences  Consider scanning or taking a photograph of your shaded  e-Learning Planning Framework template  to illustrate your blog post. (Be sure that you do not disclose organisation details.) Summarise your average rating of the school for each of the 5 areas and justify your decision.  List examples of the evidence you consulted to inform your value judgements

Description of the organisation:
The organisation involved is a decile 9 secondary school in urban Canterbury. The school's current e-learning approach is characterised by high academic expectations and blended learning. The school has this year invested in ongoing professional development from Core Education, and has 15 teachers involved in this programme. The school aims to implement school wide BYOD in 2016, but already has many senior pupils using digital technologies in class.

eLPF - Whole school level

Summaries and justifications of ratings for the 5 areas:

• Leadership & Strategic Direction: 
• I think that the leadership & strategic direction of the school is at the 'extending' level.
• The school vision clearly incorporates e-learning and the school is actively seeking to pursue the effective use of ICT to support pedagogy. 
• Good ERO report in 2013 in regards to e-learning & ICT implementation. It states that "the college is involved with a number of local schools that are focused on meeting the needs of 21st century teaching and learning" (ERO, 2013, p. 3). 
• Professional Learning: 
• I think that the professional learning of the school is at the 'extending' level. 
• This year the school has made a significant investment in its staff by signing up to an ongoing professional development programme run by Core Education. 
• The school is part of the VLN and a cluster of schools in the Canterbury area that support each other with ICT issues. 
• Beyond the Classroom:
• I think that the 'beyond the classroom' of the school is at the 'engaging' level. 
• The school is part of the VLN and a cluster of schools in the Canterbury area that support each other with ICT issues
• Parents and community were consulted about the introduction of BYOD in 2016 
• More interaction needed with local iwi and Maori and Pasifika communities. A lot of this is already being done but not necessarily around e-learning. These are some of our "priority learners" as stated by the MoE so we need to make sure they are included in all our planning (Ministry of Education, 2007). 
• Technologies and Infrastructure:
• I think that the technologies and infrastructure of the school are at the 'extending' level. 
• Great infrastructure (most of the time) as we recently had a SNUP upgrade. Wireless has improved drastically but occasionally can play up. 
• Very good support from New Era IT. There is a great IT person employed full-time at the school who is there to help whenever needed. 
• More wireless modems put around the school to extend the coverage to all areas (hall, gym etc.)
• Teaching & Learning:
• I think that the teaching and learning of the school sits on both the 'engaging' and 'extending' levels. This is because the pedagogy, assessment and content around digital technologies is very different within every department. Some departments are using OneNote, Sites, Google Docs and other effective pedagogical tools, however other departments are less keen on the idea. 
• It is also important to note that some teachers have voiced that active and frequent use of digital technologies in their subject is not appropriate as it is not necessary for their context. 
• Digital citizenship is encouraged and emphasised. It is compulsory for junior students to participate in the digital citizenship programme where they learn about cyber-safety and cyber bullying. Students also learn about their digital footprint and how to be appropriate and safe online. 

Possible next steps:

• As a staff, explore and begin to trial ways of designing activities that model effective pedagogy, integrating technology 
• Clarify a shared vision and strategic direction - SLT to discuss with staff 
• Establish priority areas and design, conduct and review trials. 
• Look at how technology can be better used to further support GATE, Maori, Pasifika students and other priority learners. 

DISCLAIMER: My assessment was conducted as a personal learning exercise to gain understanding of the eLPF and my assessments are restricted to public documentation without detailed insights into all organisational processes. 

References:

Core Education. (n.d.). e-Learning Planning Framework. New Zealand. Retrieved from http://elpf.vln.school.nz


Education Review Office. (2013). **** (name of school) Education Review Report. Retrieved from http://www.ero.govt.nz/Early-Childhood-School-Reports


Ministry of Education. (n.d.). e-Learning Planning Framework. Retrieved from http://elearning.tki.org.nz/Professional-learning/e-Learning-Planning-Framework


Ministry of Education. (2007). New Zealand Curriculum. Wellington, New Zealand: Learning Media.

The e-Learning Maturity Model and the e-Learning Planning Framework

This week focuses on the organisational aspect of change in education, rather than the personal context.

e-Learning Maturity Model - RELEVANT TO TERTIARY SECTOR
The idea of e-maturity is prevalent in this section, which before today I had not heard of! E-maturity is the idea that institutions need to have a sustainable framework in order to maintain, develop and secure e-learning over a period of time. This framework must be able to be replicated, extended and sustained even with the integration of new e-learning technologies and/or approaches.

Video - Dr Stephen Marshall from VUW

• Developed the e-Learning Maturity Model (eMM) in response to the problem experienced by lecturers in losing their academic work when others left (i.e. lecturer moved to another institution)
• Planning and standardised approach needed to ensure materials/info isn't lost 

e-Learning Planning Framework (eLPF) - RELEVANT TO SCHOOL SECTOR

What?

• It is important to consider an ecological perspective as it leads to better understanding of the issue (Harrison, Tomas, & Crook, 2013). 
• e-Maturity reached by setting student expectations, strong home-school links, and organisation of student work and resources (Harrison, Tomas, & Crook, 2013). 
• Students able to track their progress, see their homework and work covered in class (Harrison, Tomas, & Crook, 2013). 
• The e-Learning Planning Framework is a "tool to help schools and teachers measure their e-learning capability" (Ministry of Education, n.d.). It provides a roadmap to help schools see where they sit in terms of e-learning, and steps they can take to support this further. (Ministry of Education, n.d.)
• There are 4 phases of the ELPF - Emerging, engaging, extending and empowering. These phases involve leadership, professional development, teaching, learning, infrastructure, technology and outside factors (Ministry of Education, n.d.).
• Useful for schools to see where they are 'sitting' and also provides valuable feedback on how to improve or move forward in the process. Leadership and staff can be involved in a survey that can be tailored to suit the needs of the school, staff and students. 
• It is important to note that the eLPF is not a punitive framework, but actively tries to encourage schools to adopt effective digital technologies and pedagogy. 
• The eLPF has 5 different components that all have to be in sync and work cohesively in order for it to work. These 5 components include: leadership & strategic dimension, professional learning, teaching and learning, technologies and infrastructure, and beyond the classroom. The infrastructure is arguably the most important foundation for e-learning, as it cannot happen without adequate wireless and internet connection. The shift needs to come from the 'top' and trickle down through the staff and students. If SLT are not 100% sold on the idea, then the staff will think it is not important. Teachers need to be shown and given the opportunity to explore how their pedagogy will change, and how to do this. The community needs to be included in all proposals, as they are important drivers of change too. 

Source: TKI, http://www.elearning.tki.org.nz/Professional-learning/e-Learning-Planning-Framework 

So what? 

After reading about the eLPF I can see its value and potential when applied to a school setting. This framework has been designed specifically with the New Zealand school sector in mind, and was also made by New Zealand teachers and other involved in education. This makes it valuable as it is specific and useful to our context. It is very useful to school leadership in order to gauge where they are sitting on the spectrum in terms of eLearning within the school. It is also valuable as it provides the opportunity to gain feedback from teachers and other via the survey. It is important to note that the eLPF can be adapted and changed to suit the needs of individual school.

A critique of the eLPF is that some of the stages within the eLPF are quite vague and very 'ministry'. Unless a large proportion of the staff and SLT complete the survey then an accurate picture of the school cannot be justified.

Now what?
NOTE: Please read next blog post on applying the eLPF to my school context. 

Questions to answer: 

1. Does the process of maturing to support the adoption of digital technologies occur only in one direction or can an organisation become less mature?
An organisation can go in either direction when it comes to being mature with digital technologies. Dr Stephen Marshall discussed the idea that when tech-saavy lecturers leave a university they often leave with their ideas, work and resources. This can mean an organisation loses some of its digital technology maturity, and they are back at square one again.

2. Does the adoption and rejection of different digital tools make this an over simplification? 
Yes, as different digital tools suit different contexts.

3. If so, is maturity the best term for this phenomenon? 
As Niki Davis states wisely "perhaps maturity should be contested as a term so that a word is used that does not appear to assume that digital technologies are inevitable". I would have to agree with this comment, as the word 'maturity' can have a negative connotation. If an organisation is not seen as mature when it comes to digital technology, there can be negative outcomes such as loss of face in the academic world. Both tertiary and secondary institutions need to be seen as proactive and relevant when it comes to digital technologies.

Stages of the eLPF. Image retrieved from https://magic.piktochart.com/output/1650583-how-to-use-the-elpf

References:

Core Education. (n.d.). Educational Positioning System (EPS). Retrieved from http://eps.core-ed.org/about-eps 

Davis, N. E., Eickelmann, B., & Zaka, P. (2013). A co-evolutionary perspective on the restructuring of schooling systems in the digital age. Journal for Computer-Assisted Learning, 29(5), 438-450. http://dx.doi.org/10.1111/jcal.12032

Harrison, C., Tomás, C., & Crook, C. (2013). Becta Impact data reanalysed: E-maturity and ICT adoption in UK schools. Retrieved from http://www.slideshare.net/colinharrison83/earli-2013-harrison-tomas-and-crook 

Marshall, S. (2006). What are the key factors that lead to effective adoption and support of e-learning by institutions? (Proceedings of HERDSA). Rotorua, New Zealand. 

Ministry of Education. (n.d.). E-Learning Planning Framework. Wellington, New Zealand. Retrieved from http://www.elearning.tki.org.nz/Professional-learning/e-Learning-Planning-Framework 

Ministry of Education. (2007). The New Zealand Curriculum. Wellington, New Zealand: Learning Media. 

Victoria University of Wellington. (n.d.). E-Learning Maturity Model: Version Two Processes. Wellington, New Zealand. Retrieved from http://www.utdc.vuw.ac.nz/research/emm/TwoProcesses.shtml 

Research - Annotated Bibliography

After getting some feedback from Niki Davis on my assignment, she recommended that I have a look at the Pegasus Digital Devices Project research. What a great find! This report is very useful when looking at change in education, and provides brutally honest stories of success and failure in implementing digital devices in the classroom.

Reference: Taylor, L., Fagan, T., & Dunmill, M. (2014). Disrupting the boundaries of teaching and learning: How digital devices became a resource for transformative change in a time of crisis. The Pegasus Digital Devices Project 2013. Te Toi Tupu, Ministry of Education and Core Education. Retrieved from http://www.core-ed.org//sites/core-ed.org/files/Pegasus-Report-full.pdf

Description: This report focuses on the findings from The Pegasus Digital Devices Project which was a collaborative project set up by the Greater Christchurch School Network (GCSN) after the major earthquakes in 2010 and 2011. The main aim of the GCSN after the earthquakes was to make sure that students and staff of 11 schools in the Pegasus Bay region were supported and had adequate professional development, infrastructure and devices. This report discusses the project and how devices were integrated among schools, and the transformative change and learning that came as a result of using these devices. This change did not just focus on the transformation of students, but also the teachers and community as well. The findings of this report are based on the stories and reflections of those involved, and aims to put equity at the heart of the project. Six principles taken from Bolstad, Gilbert, McDowall, Bull, Boyd and Hipkins (2012) were used to examine the change and affect of digital devices on learning. The key findings from this report showed that after the hard work of initially setting it up was completed, the rewards in terms of students learning was hugely beneficial. Students were actively engaged, collaborated with their peers, experimented and some even improved their literacy skills. Many teachers also had positive experiences, and spoke about their classroom becoming more inclusive and collaborative relationships developing with their colleagues. This said, the integration of digital devices was only successful when there was adequate school leadership, infrastructure, ongoing professional development and positive teacher attitudes. The biggest transformations came when teachers consciously aimed to be more inclusive and allowed change to happen in the classroom.

Evaluation: This is a great report that provides an insight into how digital devices can be used to support schools after a major disaster. It was completed recently and locally so is relevant to my context. Although some of the schools involved in the project are primary schools, the ideas and theory behind the transformations are tangible and useful for all levels of education. It is important to note that the findings are very specific to a community recovering from a natural disaster, so some theories should not be generalised. This said, the report does provide some important themes and principles that may be useful to schools wanting to implement the use of digital devices in the classroom.

Concerns-based Adoption Model (CBAM)

Concerns-based Adoption Model (CBAM)

Reading:

Reference: Evans, L. & Chauvin, S. (1993). Faculty developers as change facilitators: The concerns-based adoption model. To Improve the Academy. 12. 165-178. Retrieved from http://digitalcommons.unl.edu/cgi/viewcontent.cgi?article=1277&context=podimproveacad
Description: This article deals with the idea that concern comes in different stages, and if understood correctly can be used as a foundation for intervention. The CBAM model is analysed and used as a change mechanism for faculty developers. Planned change can at times be hard to implement as educators are often inherently opposed to change and often feel that their roles are being threatened. The process of change involves adjustment of thinking and doing, and can be a roller coaster of emotions, concerns and views. It is important to note that each individual will react to change differently, and understanding this is essential to implementing long-lasting change in practice. Change is a process, and this process has highlighted seven 'Stages of Concern' (see figure 1 below). Knowing which stage(s) of concern an educator is at is essential component of facilitating change. Establishing what stages educators are at could involve informal discussions, 'Stages of Concern Questionnaire' or open-ended statements. Once the right stage has been established, the facilitator of change can then implement the right information/tactic/intervention to suit (see figure 2).
Evaluation: Due to the date of publication, some would consider this information outdated in a world changing so rapidly in regards to ICT. This said, change is still a very relevant and real thing in education today. The information is valuable to change facilitators as it is not restricted to a 'type' of change which means it can be used in many different contexts of change. This article is also valuable to my context as it gives practical advice on how to facilitate and react to change.

Source: http://digitalcommons.unl.edu/cgi/viewcontent.cgi?article=1277&context=podimproveacad

Source: http://digitalcommons.unl.edu/cgi/viewcontent.cgi?article=1277&context=podimproveacad 

My Personal Context

Aim: Apply the CBAM model to my context and tighten my focus to one educator working in one ecosystem.

Research question: "In what ways can a classroom practitioner support and encourage colleagues in the uptake of BYOD in the classroom?"

My context: Decile 9 New Zealand high school

One chosen ecosystem: I would like to see this change implemented in the classroom. This change of new technology will affect teaching practice, students and teachers.

Relation to the 7 stages of concern in CBAM: I think that most of my colleagues are ranging from stages 1-3 as the change has not directly happened yet (BYOD will be implemented school wide in 2016 so the process of change has started this year to prepare teachers for this shift). Some teachers who have been using BYOD in their senior classes are on stages 4-6 but these are not many.  I think that there needs to be more time and energy put into the following:

• Pair up "those who know" and "those who don't know" to share ideas (stage 1)
• Build the confidence of the teachers (stage 2)
• Clarify information so that everyone gets a clear picture of the purpose (stage 2)
• Accept feelings and try to move forward and be positive about the change (stage 2)
• Look at how other schools are doing/have implemented BYOD successfully (stage 2) 
• Help with planning a BYOD programme (stage 3)

References:

Evans, L. & Chauvin, S. (1993). Faculty developers as change facilitators: The concerns-based adoption model. To Improve the Academy. 12. 165-178. Retrieved from http://digitalcommons.unl.edu/cgi/viewcontent.cgi?article=1277&context=podimproveacad

Provisional Essay Plan - Updated

Following on from a previous post, I have updated my essay plan and annotated bibliography. I have tried to be more specific with the sources and ideas behind the essay. A copy of this can be found on Google Docs HERE.

Learning Reflection 1

As required by EDEM630, I need to make fortnightly personal reflections of my learning journey on this blog.

Task is as follows:

Learning outcome actions

Prepare and publish a blog post of 500 - 800 words reflecting on your learning (remember to included the course tag). Consider the following elements in your learning reflection[1]: clarify of what you have studied (including your work in completing the E-Activities) integrate new knowledge with previous knowledge and experience, i.e how does theory relate to practice?  identify the questions you have including why you are asking these questions identify what you have yet to learn.  Comment on 2 blog reflections from your class, where possible, learners who have not received comments on their blog reflections yet.

Clarify what you have studied:

• We have studied Rogers' theory of 'diffusion of innovations' which discusses how, why and at what rate new ideas and technology spread through cultures. Time and communication are important factors in this theory. I hadn't really considered why some innovations are popular and why they are not. I would say a fair amount of popularity comes from ease of use and positive marketing. 
• Niki Davis' 'arena of change' was a real eye-opener for me. It perfectly summed up the notion that whatever teachers or schools implement (ICT or not) there are always outside factors that are involved and influence the implementation. I think it is really important to also think of the bigger picture, and also take into account what the community around the school has to say. Niki's 'arena of change' makes it simple for schools and teachers to see the many factors that influence and affect students. It also provides a straightforward model that allows schools to implement their own personal context into it.
• We have looked at concerns-based models (CBAM) which are theories based on change. As stated in Loucks-Horsley (1996), "CBAM applies to anyone experiencing change" and that the model holds that "people considering and experiencing change evolve in the kind of questions they ask and in their use of whatever the change is". The CBAM model provides tools to identify and assess the seven stages of concern. This concern could be from teachers when senior management introduce a new ICT initiative, or something similar. By monitoring the concerns of teachers, senior management can provide opportunities to address self-concerns, and then professional development. It is interesting to note that Loucks-Horsley (1996) suggests that it takes several years to fully implement a new initiative because there are different levels of concern and acceptance as time goes on. 
• We have looked at technology acceptance models which "originate from computer science and information systems theory in an attempt to answer questions about technology adoption" (Wikipedia - Technology Acceptance Model). The model is based on two main aspects - perceived usefulness and perceived ease-of-use. A limitation of this model is that it does not consider the wider ecosystem or social dynamics. Other models such as Niki Davis' 'arena of change' consider the wider ecosystem and whole context of the issue. 
• I have learnt how to apply Niki Davis' 'arena of change' to my own context of successful integration of BYOD. This broadened my view and forced me to consider the outside factors that influence classroom changes. 

Integrate new knowledge with previous knowledge and experience: 

• An interesting thing I found out was that educators in the 1920s worried that radio would take over the traditional role of educators. This parallel can be seen in modern schools where some teachers worry that the integration of ICT in the classroom may eventually replace the role of teachers. "Why have a teacher when you have Google?"
• The technology acceptance model can be seen in many schools around New Zealand. I for one have seen teachers who range widely in regards to their opinions of certain ICT issues. To get complete buy-in teachers need to be made to feel comfortable and must perceive the innovation as useful and easy to use. Some teachers will give up at the first hurdle and not push through if their perception of an innovation does not show ease-of-use or usefulness. 
• After reading about Rogers' 'diffusion of innovations' I noticed a lot of similarities between teachers and the levels of acceptance at schools in regards to ICT. A school will never get 100% 'buy in' from all of its teachers straight away. I agree that there is a sort of spectrum that develops over time (see image below). From this model it is obvious that time is an important part of the acceptance process, and the way it is communicated and spread is important too. 

Diffusion of Innovations, https://en.wikipedia.org/wiki/Diffusion_of_innovations 

Identify what you have yet to learn and any questions you have:

• The Ministry of Education documents on BYOD and their stance on it. I know it is encouraged but is there a timeframe that schools need to have implemented it by? Are there repercussions for schools who don't want to implant BYOD? This is important in order to understand the national part of the 'arena of change'. 
• I would like to see the documentation of my school that shows the how/why part of BYOD implementation in detail (suggested by Keith in EDEM630 - thanks!)
• What is the most common model used by secondary schools in NZ when implementing ICT change? 

Retrieved from https://student.unsw.edu.au/reflective-writing

References

Diffusion of Innovations. (n.d.). Retrieved July 25, 2015, from https://en.wikipedia.org/wiki/Diffusion_of_innovations  

Loucks-Horsley, S. (1996). Professional Development for Science Education: A critical and immediate challenge. National Standards and the Science Curriculum. Dubuque, Iowa: Kendall/Hunt Publishing Co. Retrieved from http://www.nationalacademies.org/rise/backg4a.htm

Reflective Writing. (n.d.). Sydney, Australia: UNSW. Retrieved from https://student.unsw.edu.au/reflective-writing

Robinson, L. (2009). A summary of diffusion of innovations. Enabling Change. Retrieved from http://www.enablingchange.com.au/Summary_Diffusion_Theory.pdf

Technology Acceptance Model. (n.d.). Retrieved July 25, 2015, from https://en.wikipedia.org/wiki/Technology_acceptance_model

Everybody is a teacher, and everybody is a learner

Motto to live by - "Everybody is a teacher, and everybody is a learner" 

Kid President, http://youtu.be/RwlhUcSGqgs 

When students partner with or teach teachers, magical things can happen. Students demonstrating ICT tools and strategies to teachers is one way to gain effective teacher professional development. This teaching does not only have to focus on teachers or technology- students can also teach other students content, skills etc. In class students should be encouraged to problem solve, teach others and share their ideas with others. This can be done through collaborative work, group work, problem solving tasks, peer tutoring, specialist teaching areas and team teaching. 

Ako
The concept of ako

The concept of ako describes a teaching and learning relationship, where the educator is also learning from the student and where educators’ practices are informed by the latest research and are both deliberate and reflective. Ako is grounded in the principle of reciprocity and also recognises that the learner and whānau cannot be separated.

Ka Hikitia, 2008, p.20

References:

Ministry of Education. (2008). Ka Hikitia: Accelerating Success. Wellington, New Zealand: Learning Media.

Soul Pancake. (September 12, 2013). Kid President's Pep Talk to Teachers and Students. Retrieved from  http://youtu.be/RwlhUcSGqgs 

Rethinking Learners

There has been a fundamental shift in education to place the learner and their learning at the centre of all decision making. Student voice is a term frequently thrown around in schools, and has gained popularity around the world. Listening to students and their opinions, and allowing them to have choice in their learning is an important aspect in modern education. A 'learner-centred' approach has been adopted by many schools, and some go as far as adopting a learner charter.

In New Zealand, the MoE actively encourages student-centred learning, and this can be seen in many of their initiatives. For example, Ka Hikitia- Accelerating Success, which promotes Maori achievement. Specific aspects of this initiative focus on student identity, data to improve outcomes, extra support for those who need it, positive relationships with students and their family, and high expectations.

'Engage me or enrage me' by Mark Prensky, 2011

Pause to reflect:

• How is my school prioritising the needs of the groups of 'enraged' students?
• Some student choice with subjects and topics (depends on teacher and subject)
• Optional BYOD in the senior classes 
• Use of OneDrive, class sites, OneNote in senior classes 
• To what extend does your school community think that the curriculum has to be interactive and ICT-based in order to be engaging and worthwhile?
• Probably more of a priority for some subjects - due to HoFs and teachers 
• Community in general wants a balance between ICT-based curriculum and 'traditional' learning - academic side as well as university preparation still very important to school community 
• What are the key competencies needed by students as future citizens of the world? 
• NZC KCs: Thinking, using language, symbols and texts, managing self, relating to others, participating and contributing
• NZC Values: Excellence, innovation, inquiry, curiosity, diversity, equity, integrity, respect
• (See vision in image below)
• What curriculum & pedagogical changes does your school need to consider in order to develop these competencies? 
• More choice in topics and standards (within reason)
• More PD for teachers to enable them to engage 21st century learners through ICT 

Vision, NZ Curriculum, http://nzcurriculum.tki.org.nz/The-New-Zealand-Curriculum/Vision 

References:

Futurelab. (n.d.). The learner's charter for a personalised learning environment. Retrieved from http://archive.futurelab.org.uk/resources/documents/opening_education/Learners_Charter.pdf

Ministry of Education. (2007). The New Zealand Curriculum. Wellington, New Zealand: Learning Media.

Ministry of Education. (2008). Ka Hikitia: Accelerating Success. Wellington, New Zealand: Learning Media.

Prensky, M. (July 7, 2011). Engage me or enrage me part 1. Retrieved from https://www.youtube.com/watch?v=2R8SyU2taBk

Provisional Essay Plan

This task for EDEM630 requires me to write a provisional essay plan to prepare for the first assignment. The assignment is based on the review of two change models applied to a context in education. This will also need an annotated bibliography of critiqued literature (at least 10 sources & 2000-3000 words), and a review essay (2000-3500 words).

Learning outcome actions

Publish a blog post of 350 words with a provisional essay plan. Questions you can consider include: What is my goal for writing this essay?  What information do I need to include? How will the information be organised? What is the personal change context you would like to focus on? What is the central thesis or key question you aim to answer drawing on the research on change with digital technology in education?  What are the main themes you plan to address in the body of your essay (bullet points)? What conclusions do you anticipate?  Post feedback comments on at least two essay plans from fellow learners, preferably colleagues who haven't received any feedback comments.

• Change with digital technology involves three key questions:
  1. What is the change (technology innovation)?
  2. Why is the change important / necessary?
  3. How does the change impact on teachers and learners drawing on the published literature on change models to understand the implications of change with digital technology?

My goal for writing this essay is to look at my context (high school BYOD implementation in 2016) and how two models of change could affect its implementation. The personal change context I would like to focus on is the implementation of school-wide BYOD, which is the current reality at my school for 2016. 

The information will be organised how Niki Davis has requested:

1. Title: Choose an appropriate title for your review essay 
2. Abstract Prepare an abstract of 350 words summarising the topic, key findings and conclusion
3. Introduction: Describe your context of change and research question including:
   • The nature and characteristics of the technology innovation (i.e. the what?)
   • An explanation of the importance and significance of the change for teachers and learners (i.e. the why?).
   • The thesis / or problem statement or research question What is the main idea, point of view or central question you will address in your review of the change model(s)
4. Body: This is the main part of the essay which should cover: 
   • A description of the two change models Identify two appropriate model of change which informs your thesis or problem. Summarise each model with appropriate connections to your topic / context. Then contrast and critique.
   • A review of the implications of the change model for your own context. You should cover both strengths and shortcomings or pros and cons of the model(s).
5. Conclusion: Including for example, recommendations for the future or lessons learned.

I will need to include the following information in my essay:

• Information on the 2 chosen models of change 
• Information on my specific context of change 
• Analysis of how the 2 chosen models of change could affect my context (i.e. implications of the models on my context)
• Strengths and limitations of the models

At this point in time I am unsure about the key question, themes and conclusions for my essay. Any help on this would be appreciated. 

BYOD implementation brainstorm, Simone Bailey, 2015 (Made up www.bubbl.us)

Readings:

1. Diffusion of Innovations, https://en.wikipedia.org/wiki/Diffusion_of_innovations 

• Diffusion of innovations is a theory that seeks to explain how, why and at what rate new ideas and technology spreads
• Popularised by Everett Rogers in the 1960s
• Rogers states that 4 main elements influence the spread of a new idea: the innovation itself, communication channels, time, and a social system (relies mainly on human capital)
• The innovation must be widely adopted in order to self-sustain

    

 2. Robinson, L. (2009). A summary of diffusion of innovation, http://www.enablingchange.com.au/Summary_Diffusion_Theory.pdf 

• An innovation is an idea, behaviour, or object that is perceived as new by its audience. 
• Peer discussion & networks are very important
• In diffusion of innovations it is not people who change, but the innovations themselves
• Popularity of innovation relies on: relative advantage, compatibility with existing values & practices, simplicity & ease of use, trial ability, and observable results. 

     3. Sahin, I. (2006). Detailed review of Rogers' diffusion of innovations theory and educational technology-related studies based on Rogers' theory. The Turkish Online Journal of Educational Technology. 5(2). 14-23.

• Discusses the innovators, early adopters, early majority, late majority and laggards. These are the groups of people/categories that innovations go through over time. 

   

4. CBAM video resources, published by SEDL. http://www.sedl.org/cbam/ 

• CBAM (concerns-based adoption model) is a conceptual framework providing tools and techniques in an educational environment. 
• Often new innovations are implemented in schools to improve student achievement but this isn't always the result. Instead of giving up if it 'fails' schools must understand the change process itself: stages of concern, levels of use, innovation configurations. 
• Process: Examine components, track progress, report findings, design interventions to help, measure implementation. 
• "Change is a process not an event"
• Change is a personal thing and different for many people. If you want successful change then you need to cater/understand the personal affect of change on people. 
• Concerns could be personal, management, student based or the actual innovation 
• Questionnaire and interviews used to find out engagement levels, feelings etc of teachers implementing the new innovation. 

   

 5. Sherry, L., & Gibson, D. (2002). The path to teacher leadership in educational technology. Contemporary Issues in Technology and Teacher Education. 2(2). 

• Providing the infrastructure (wireless etc.) is not enough to help and encourage teachers to use new ICT innovations. 
• Research indicates that slow process is due to a combination of technological, individual, organisational, and instructional factors - not just simply lack of access or time, or individual perceptions. 
• "Fundamental changes would need to be made in how schools are organized, how time is allocated, and how teachers are prepared." (Cuban, et al., 2001, p. 830).
• Teachers are generally more willing to adopt changes when there is adequate training, mentoring, access and technical support. 

   

 6. Wikipedia article on the technology acceptance model, https://en.wikipedia.org/wiki/Technology_acceptance_model 

• Technology acceptance model (TAM) is an information systems theory that models how users come to accept & use technology. 
• Perceived usefulness & perceived was-of-use are two of the main factors influencing the decisions made on how and why they will use it. 
• Originally made by Davis 

Source: http://www.vvenkatesh.com/it/organizations/theoretical_models.asp 

References

• CBAM video resources, published by SEDL. http://www.sedl.org/cbam/
• Diffusion of Innovations. Wikipedia. https://en.wikipedia.org/wiki/Diffusion_of_innovations
• Robinson, L. (2009). A summary of diffusion of innovation, http://www.enablingchange.com.au/Summary_Diffusion_Theory.pdf 
• Sahin, I. (2006). Detailed review of Rogers' diffusion of innovations theory and educational technology-related studies based on Rogers' theory. The Turkish Online Journal of Edcuational Technology. 5(2), 14-23. 
• Sherry, L., & Gibson, D. (2002). The path to teacher leadership in educational technology. Contemporary Issues in Technology and Teacher Education. 2(2). 
• Technology acceptance model. Wikipedia. https://en.wikipedia.org/wiki/Technology_acceptance_model