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  Reflective entry 7 Explain how your application of a digital and collaborative innovation relates to national educational policies/guidelines and contemporary educational theory and compare it to existing delivery models and needs  Taylor, Hawera and Young-Loveridge (2005) found that only 16% of learners (183 year 5 and 6 students at six different New Zealand schools) viewed their teachers as mentors and themselves as responsible for actively seeking out and constructing knowledge. Maladaptive views about teacher and learner roles have been found to have a negative impact on learners’ development of skills and the development of identity, autonomy and agency, so is this still the case in 2020? For my student with special needs, this presents many challenges. Self-directed learning often results in my students not doing anything at all as they rely on adult support. Having the correct assistive technology in place can scaffold some learning, but it has to be very structured a...

  Reflective entry 6  Critique and address issues of law, regulations and/or policy that have been relevant to the digital and collaborative learning innovation you applied in your practice  The NZ emerging trends report by Google for Education quotes Dr Tim Bell saying “Rather than just saying screentime is bad or AI is terrible because it's going to replace humans, as a society we need to say there’s a good balance. Technology isn’t good or bad in itself. I think that’s where education is going to be really important. Nicholas Marouchak, (2019)  makes a great analogy of policy, law and regulation. "Think of policy as the seed we plant, an idea that we have envisioned to improve our surroundings. The seed is planted and out of that seed grows the trunk of the tree, a law with a firm foundation. Finally, from the law, we get branches of regulations that reach out into the community and assist with the growth of leaves or community improvements.  Watering that tr...

  Title: Implement, document and critique a digital and collaborative learning innovation applied to a specific area of your practice. Within your reflective portfolio, continue to add reflective entries that critically evaluate your practice. Reflective entry 5  Critically analyse issues of ethics, society, culture and/or professional environments that have been relevant to the digital and collaborative learning innovation you applied in your practice  All of the students I work with have Neurodevelopmental disorders, some of whom have complex communication needs and/or relatively limited experiences of generating language, literacy and more so writing presents many challenges.  Teachers want to assist the students that I work with, but due to their lack of knowledge about special Ed, and assistive technology, most are unable to do this successfully. As a specialist outreach teacher, my aim is to upskill staff in the mainstream school by providing them with special ...

  Research Question: Will the use of targeted assistive technology empower my students with Special Education needs to manage themselves and work collaboratively with their peers in their Yr 5 class The Special Education  Māori strategy uses the imagery of a meeting house (wharenui) to explain how Service Provision for Māori can be facilitated within the context of Special Education and in a way that meets the needs of those Māori clients who wish to avail themselves of such an option. The Ministry of Education has identified the need to further explore the use of Virtual Learning Environments particularly in the context of te Reo Māori and kaupapa Māori education.  Successful learning for ākonga Māori is founded on language, culture, and values. It builds on what we know to be an effective curriculum and pedagogy in that cultural context. e-Learning approaches that are successful for Māori students work "within a Māori framework that emphasises and values" ( NZCER, 2004 ...

 Reflective Entry 3 PARENT PARTICIPATION IN GOAL SETTING TO 2019 YEAR MAORI PARENTS PASIFIKA PARENTS ALL PARENTS 2011 84% 75% 90.65% 2012 87% 87% 93% 2013 80% 94% 96.5% 2014 96% 97% 93% 2015 96.8% 94.8% 97.5%  2016 91.66% 82.97% 90.65% 2017 89.24% 89% 90.65 2018 80% 93% 95.5% 2019 93.9% 86.6% 92.4%   The table above shows data that our school collected from 2011 to 2019 at goal setting meetings. After consultation with the community and the school gaining Indigenous knowledge, our Maori parents of children with Special needs are feeling better supported. Their presence and participation in their child’s learning had increased to 93.9%. Special Education: Māori Strategy The SE Māori strategy uses the imagery of a meeting house (wharenui) to explain how Service Provision for Māori can be facilitated within the context of Special Education and in a way that meets the needs of those Māori clients who wish to avail themselves of such an option. Ka Hikitia and Tau Mai Te Reo ar...