tag:blogger.com,1999:blog-56044047626925055952024-03-12T18:30:53.671-07:00EDEM630 Tim NelsonThe Small Steps Projecthttp://www.blogger.com/profile/17234062141900374362noreply@blogger.comBlogger21125tag:blogger.com,1999:blog-5604404762692505595.post-50004545300776898272013-10-08T01:57:00.002-07:002013-10-08T01:57:38.325-07:00Signing outThanks Wayne, Niki, and everyone on the course. Feels good to have everything done!<br />
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Enjoy your final term and the summer holiday to follow.<br />
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See you all next year!The Small Steps Projecthttp://www.blogger.com/profile/17234062141900374362noreply@blogger.com0tag:blogger.com,1999:blog-5604404762692505595.post-72923669273808905412013-10-03T02:45:00.001-07:002013-10-03T02:46:26.073-07:00Learning Reflection 4<ol style="background-color: #f6f9ed; font-family: sans-serif; font-size: 13px; line-height: 19.1875px; list-style-image: none; margin: 0.3em 0px 0px 3.2em; padding: 0px;"></ol>
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<span style="font-family: sans-serif; font-size: x-small;"><span style="line-height: 19.1875px;">This course has been quite a different experience from the previous courses that I have done through extra mural study, with the main difference being around that uncertainly that I have had in my own mind with exactly what I have needed to do to complete assignments. However, this has led to the process being more rewarding through finding my way through assignments 1.1 and 1.2 relatively successfully, with, hopefully, this being the same case for 2.1 and 2.2.</span></span></div>
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<span style="font-family: sans-serif; font-size: x-small;"><span style="line-height: 19.1875px;">I enjoyed the structure of the SP4Ed programme, with the variety of readings (although I did find it a little overwhelming at times, with the daily requirements over the course of the programme). I particularly enjoyed the use of Twitter for micro blogging, as I believe that Twitter is an underutilized tool in education. I can see how Twitter is very effective for sharing ideas through class Twitter feeds (instead of the usual blogs), as well as a tool for reflecting on learning and building connections between home, students and teachers. My own research aims to demonstrate how Twitter can be beneficial in a blended learning environment.</span></span></div>
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<span style="font-family: sans-serif; font-size: x-small;"><span style="line-height: 19.1875px;">I found scenario planning to be a very worthwhile process for schools to use as a means of preparing for the future. In my own experiences I have made some poor decisions, with the decisions being made based on expected futures and current practice, without looking at potential future and unexpected events. One such example has been as a senior manager investing on net-books and a computer suite full of desktops at a time when there was the rumored development of tablet devices.</span></span></div>
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<span style="font-family: sans-serif; font-size: x-small;"><span style="line-height: 19.1875px;">In regards to scenario planning, the most enjoyable task that I have completed for the course was the writing of the newspaper article looking at possible futures. This really did encourage me to reflect on what the future might hold, while at the same time thinking about how so many of the predictions that I can remember being made 20 years ago not having come to light, with many classes still being run the same way that they were decades ago.</span></span></div>
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<span style="font-family: sans-serif; font-size: x-small;"><span style="line-height: 19.1875px;">The one overarching question that I do have around digital and future learning relates to the previous paragraph; this being, does the future have the big changes that so many are predicting around the implementation of ICT to support future learning? I have been on the receiving end of two ICT clusters, and it is difficult to see what impact these clusters had, if any, regarding the integration of ICT in class programmes, this being despite the hundreds of thousands of dollars that supposedly went into upskilling teachers. I believe that the lack of accountability in these clusters led to a relative few receiving almost all of the professional development, then not passing on to those who needed the support for their own development. Any future such programmes will need considerably more planning and thought, as well as accountability on those who are leading the development.</span></span></div>
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<span style="font-family: sans-serif; font-size: x-small;"><span style="line-height: 19.1875px;">Although I am now aware of change processes, and have focused on the Concerns Based Adoption Model for assignment 1.1, an area of learning for me is still around successful long term change and implementation. I am hoping that the initiatives that I have set up in my school, stemming from both EDEM627 and EDEM630, have long term viability, especially as we are bombarded with exciting and new ideas and information everyday. I need to ensure that I focus on what's important to my own school community, while taking into account the many opportunities that are available for creating the best possible learning environment for the students at my school. </span></span></div>
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The Small Steps Projecthttp://www.blogger.com/profile/17234062141900374362noreply@blogger.com3tag:blogger.com,1999:blog-5604404762692505595.post-5319737172862928902013-09-25T04:45:00.000-07:002013-09-25T04:45:21.929-07:00Learning Reflection 3<div>
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<span style="font-family: Arial; font-size: 16px; vertical-align: baseline; white-space: pre-wrap;">The E Learning Maturity Model has been the focus of my most recent reading for this course. This model looks at a structured and systematic approach to analyzing the ability of an institution to sustain technology development within a school. The idea of structure and systems is one that I find appealing, as it provides a foundation from where an organisation can look at and prepare for scenario planning. This is particularly relevant to me, as I have been involved in new technology implementations in the past for which there has been, at best, limited sustainability after a key person in the process has left the school, or moved on to other things. One such example of this has been class blogging through Twitter in my previous school. After I left and was no longer driving the programme, the number and regularity of posts reduced dramatically. This tells me that I should have put in place process to ensure that the programme had long term viability and sustainability.</span></div>
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<span style="font-family: Arial; font-size: 16px; vertical-align: baseline; white-space: pre-wrap;">In regards to the E Learning Maturity Model, I believe that there is almost too much to focus on in the analysis. I have recently read the book Insanely Simple, which is based on the success of the Apple Company after the 'second coming' of Steve Jobs in 1997. The book highlights many examples of the success of Apple being the direct result of Job's aversion to an over focus on detail, preferring to focus on a few simple things, both in the overall structure of the company, and in the finer details of particular products. In the case of the overall structure of the company (Segal, 2012), Jobs removed many items from the product line; in the case of a specific products, Jobs wanted the operation of an iPod Touch to have just the one button.</span></div>
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<span style="font-family: Arial; font-size: 16px; vertical-align: baseline; white-space: pre-wrap;">From my own perspective, in the school that I am working in, I would like to focus on a few questions in any strategic analysis. I believe that too many areas of focus, such as in the E Learning Maturity Model, will lead to the analysis being done in a way in which, ironically, the finer detail could be missed, as areas are paid scant attention to. Conversely, when the focus is on fewer areas, there is more likely to be more attention paid to each of these areas; analysis by depth, as opposed to breadth.</span></div>
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<span style="font-family: Arial; font-size: 16px; vertical-align: baseline; white-space: pre-wrap;">Having stated the above, a way that I would work around it would be to look at only one of the seven areas of the E Learning Maturity Model at a time, as was the case in my previous post when the Learning process category was used to analyse a tertiary course that I participated in some time ago. In the case of the research / case study that I am doing for EDEM630, this could be around the Support process, looking at the level of support that I, as manager, provides to the organisation in regards to using Twitter as a means of engaging with students with their learning, and families to involve them in the learning of children.</span></div>
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<span style="font-family: Arial; font-size: 16px; vertical-align: baseline; white-space: pre-wrap;"><b>References</b></span></div>
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The Small Steps Projecthttp://www.blogger.com/profile/17234062141900374362noreply@blogger.com0tag:blogger.com,1999:blog-5604404762692505595.post-18758307218227286112013-09-16T01:28:00.002-07:002013-09-25T03:42:27.472-07:00eMM Intuative Assessment<span style="background-color: white; color: #333333; line-height: 20px;"><span style="font-family: Arial, Helvetica, sans-serif;">I am conducting an intuitive assessment of the processes L1, L2 and L3 based on my knowledge of, and participation in, a course restricted to the delivery dimension. I have selected an undergraduate course for which I was an extramural student as part of a Certificate in Fitness Studies programme.</span></span><br />
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<header class="entry-header" style="color: #333333; line-height: 20px;"><span style="background-color: white; font-family: Arial, Helvetica, sans-serif;"><br /></span></header><span style="background-color: white; color: #333333; font-family: Arial, Helvetica, sans-serif; line-height: 20px;">I will be using the eMM capability assessment scale of: </span><br />
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<li><span style="font-family: Arial, Helvetica, sans-serif;"><span style="background-color: white; color: #333333; line-height: 20px;">Not Adequate (NA); </span></span></li>
<li><span style="font-family: Arial, Helvetica, sans-serif;"><span style="background-color: white; color: #333333; line-height: 20px;">Partially Adequate (PA); </span></span></li>
<li><span style="font-family: Arial, Helvetica, sans-serif;"><span style="background-color: white; color: #333333; line-height: 20px;">Largely Adequate (LA); or </span></span></li>
<li><span style="font-family: Arial, Helvetica, sans-serif;"><span style="background-color: white; color: #333333; line-height: 20px;">Fully Adequate (FA)</span></span></li>
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<span style="font-family: Arial, Helvetica, sans-serif;"><span style="background-color: white;"><b style="color: #333333; line-height: 20px;">L1. Learning objectives are apparent in the design and implementation of courses.</b></span></span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;"><span style="color: #333333;"><span style="line-height: 20px;">LA: Formally stated learning objectives normally provided in course documentation available prior to enrolment but are missing in some cases or </span></span><span style="color: #333333; line-height: 20px;">inconsistently provided in the range of course documents.</span></span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;"><span style="color: #333333;"><span style="line-height: 20px;">LA: Most, but not all, assessments and learning activities contain explicit linkages to course learning objectives or restate learning objectives using different </span></span><span style="color: #333333; line-height: 20px;">wording.</span></span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;"><span style="color: #333333;"><span style="line-height: 20px;">LA: Learning objectives are linked to wider programme or institutional objectives in most but not all courses, or only stated subsequent to course design and </span></span><span style="color: #333333; line-height: 20px;">development.</span></span><br />
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<span style="color: #333333; line-height: 20px;"><span style="font-family: Arial, Helvetica, sans-serif;">PA: Learning objectives dominated by recall with few addressing other outcomes.</span></span><br />
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<span style="color: #333333; line-height: 20px;"><span style="font-family: Arial, Helvetica, sans-serif;">LA: Learning objectives and course workload expectations are linked during the design and development of most, but not all courses.</span></span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;"><span style="background-color: white;"><b style="color: #333333; line-height: 20px;">L2. Students are provided with mechanisms for interaction with teaching staff and other students. </b><br style="color: #333333; line-height: 20px;" /><span style="color: #333333;"><br /></span></span></span><br />
<span style="color: #333333; line-height: 20px;"><span style="font-family: Arial, Helvetica, sans-serif;">PA: Interaction between staff and students provided only through a limited or informal mechanism or only through face to face contact.</span></span><br />
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<span style="color: #333333;"><span style="font-family: Arial, Helvetica, sans-serif; line-height: 20px;">FA: Course documentation contains clear and consistently presented lists of teaching staff email addresses repeated in suitable places.</span></span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;"><span style="color: #333333;"><span style="line-height: 20px;">LA: Technical support is provided to students to assist them in making effective use of the available communication channels, but support is not actively </span></span><span style="color: #333333; line-height: 20px;">promoted or provided to all students.</span></span><br />
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<span style="background-color: white;"><b style="color: #333333; line-height: 20px;">L3. Student skill development for e-learning is provided.</b></span></span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">FA: The relationships between all key course components and activities are conveyed to students formally and consistently.</span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">LA: Formal opportunities for students to practice with e-learning technologies and pedagogies provided after commencement of courses, or only cover some technologies and pedagogies or some courses.</span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">PA: E-learning skills support and training is provided informally and depends on the teaching staff skills and availability.</span><br />
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NA: No provision for feedback beyond the marks assigned for assessed work.</span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;"><span style="background-color: white;"><b style="color: #333333; line-height: 20px;">Value Judgement of my Reliability</b><span style="color: #333333; line-height: 20px;">:</span><br style="color: #333333; line-height: 20px;" /><span style="color: #333333;"><span style="line-height: 20px;">This analysis is based on my subjective memory of a course that I completed several years ago (2002). As this is to be an intuitive activity only, I have not gone back to check details on the above-mentioned criteria. It is based purely on the recollections and memories of my participation as an extramural student. I do not recall having completed an evaluation of the course, and have not had access to any formal course evaluation done by other participants. I do have some confidence in the validity of many of the assessments, as the course is one that I enjoyed, with the enjoyment and engagement enhancing my memories of many aspects of the programme.</span></span></span></span><br />
<span style="background-color: white;"><span style="font-family: Arial, Helvetica, sans-serif;"><b style="color: #333333; line-height: 20px;">Disclaimer</b><span style="color: #333333; line-height: 20px;">:</span><br style="color: #333333; line-height: 20px;" /><span style="color: #333333;"><span style="line-height: 20px;">The above assessment is based only on my own memories, recollections and perceptions. There is no evidential basis and it has been compiled as part of formal coursework. It is not to be used as valid assessment of any real course.</span></span></span></span><br />
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The Small Steps Projecthttp://www.blogger.com/profile/17234062141900374362noreply@blogger.com0tag:blogger.com,1999:blog-5604404762692505595.post-41793503803333720922013-08-10T18:42:00.000-07:002013-08-10T18:42:18.634-07:00Learning Reflection 2<span id="docs-internal-guid-1c6e7f37-6b08-dc9a-c5d5-7fb0019a17d4"><div dir="ltr" style="line-height: 1.3082386363636365; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: white; font-family: Arial; font-size: 16px; vertical-align: baseline; white-space: pre-wrap;">Recent work on EDEM630 has been based around scenario planning, a concepts that I hadn’t previously been aware of or known about. </span></div>
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<span style="background-color: white; font-family: Arial; font-size: 16px; vertical-align: baseline; white-space: pre-wrap;">I see the difference between the strategic planning and scenario planning as the difference between predicting the future (strategic planning) and preparing for the future (scenario planning). Predicting the future looks to focus resourcing and thinking more specifically towards likely outcomes based on recent history, current trends, and expected futures. Preparing for the future looks more towards uncertainties that may happen, with strategies in place to address all uncertainties, should they come to light.</span></div>
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<span style="background-color: white; font-family: Arial; font-size: 16px; vertical-align: baseline; white-space: pre-wrap;">Having been in senior management in schools for some time, I have been involved in countless strategic planning sessions; looking to set the direction of the school to best suit the needs of students. I now feel that the scenario planning approach is a more effective means for long term forecasts for strategic decisions. It goes beyond the ‘all eggs in one basket’ approach that, I believe, is the case with strategic planning.</span></div>
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<span style="background-color: white; font-family: Arial; font-size: 16px; vertical-align: baseline; white-space: pre-wrap;">In creating scenarios it is important to be creative in both the scenarios, and the procedures and systems to meet the identified outcomes (Sargent, 2011). Lack of imagination can lead to too much similarity, meaning a strategic planning predicting approach may as well have been used. From my own perspective, I will be looking towards the learning the processes that are used to identify possible futures in the scenario planning process. I often go into situations with predetermined ideas that I find hard to waver from. I need to be able to put my own limited thoughts. ideas and opinions aside to look towards a broader range of scenarios.</span></div>
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<span style="background-color: white; font-family: Arial; font-size: 16px; vertical-align: baseline; white-space: pre-wrap;">I found the newspaper article activity to be the most enjoyable and valuable of all that I did for the SP4Ed programme. This really encouraged me to reflect on a possible future scenario for learners, as well as the events and uncertainties that led up to the possible future I identified. In doing so I examined my own beliefs, as well as the skills and knowledge that I believe will be needed to have a future impact and role in education.</span></div>
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<span style="background-color: white; font-family: Arial; font-size: 16px; vertical-align: baseline; white-space: pre-wrap;">I found the </span><a href="http://www.nmc.org/pdf/2013-horizon-report-k12.pdf" style="text-decoration: none;"><span style="background-color: white; color: #1155cc; font-family: Arial; font-size: 16px; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">Horizon Report</span></a><span style="background-color: white; font-family: Arial; font-size: 16px; vertical-align: baseline; white-space: pre-wrap;"> on trends to be absolutely fascinating, enlightening and affirming. The two trends that I focused on for a blog post; social media and cloud computing; are areas that I have been following for sometime, and have tried to embed in the schools that I have worked in. The Horizon Report will provide me with evidence that I can use to, hopefully, convince others that both are areas worthy of implementing. </span></div>
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<span style="background-color: white; font-family: Arial; font-size: 16px; vertical-align: baseline; white-space: pre-wrap;">A key question that I have related to scenario planning is based around having too many areas of focus for the future. Preparing for a number of uncertainties could potentially spread resourcing thinly, particularly if scenarios prepared for are too outlandish and simply unlikely to happen. Perhaps there are benefits in predicting and resourcing towards the more likely future, based on careful analysis of recent trends.</span></div>
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<span style="background-color: white; font-family: Arial; font-size: 16px; vertical-align: baseline; white-space: pre-wrap;">I found the scenario matrix activity extremely challenging, and relied on those who did the task before me for support by looking at their matrixes. Having finally completed my own, a question I have is ‘what next?’. Do I take the preferred outcome and focus on that; but still acknowledge the lesser desired outcomes, or do I focus primarily on the least desired outcome, knowing that if it does eventuate my organisation is at least prepared for it?</span></div>
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<span style="background-color: white; font-family: Arial; font-size: 16px; vertical-align: baseline; white-space: pre-wrap;">A key part in implementation of scenario planning will be convincing others of it’s worth. Miesing and van Ness (2007) discuss the need to focus on the right issue, otherwise considerable time, effort and resources could be spent on a focus that has only minimal impact on the overall direction of the school. I will need to identify a significant issue, then bring other key stakeholders in to work through the scenario planning process to convince them of it’s worth. </span></div>
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<span style="background-color: white; font-family: Arial; font-size: 16px; vertical-align: baseline; white-space: pre-wrap;">Ways and Burbank (2005) outline a systematic approach for scenario planning. However, knowing what to do and actually doing it are two quite different things. I need to now take the knowledge that I have acquired and implement it, something that I will do through the process of participating in EDEM630.</span></div>
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<span style="background-color: white; font-family: Arial; font-size: 16px; font-weight: bold; vertical-align: baseline; white-space: pre-wrap;">References</span></div>
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<span style="background-color: white; font-family: Arial; font-size: 16px; vertical-align: baseline; white-space: pre-wrap;">Miesing, P., & van Ness, R. K. (2007). Exercise: Scenario Planning. </span><span style="background-color: white; font-family: Arial; font-size: 16px; font-style: italic; vertical-align: baseline; white-space: pre-wrap;">Organization Management Journal (Palgrave Macmillan Ltd.)</span><span style="background-color: white; font-family: Arial; font-size: 16px; vertical-align: baseline; white-space: pre-wrap;">, </span><span style="background-color: white; font-family: Arial; font-size: 16px; font-style: italic; vertical-align: baseline; white-space: pre-wrap;">4</span><span style="background-color: white; font-family: Arial; font-size: 16px; vertical-align: baseline; white-space: pre-wrap;">(2), 148-167.</span></div>
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<span style="background-color: white; font-family: Arial; font-size: 16px; vertical-align: baseline; white-space: pre-wrap;">Sargent, K. (2011). scenario planning. </span><span style="background-color: white; font-family: Arial; font-size: 16px; font-style: italic; vertical-align: baseline; white-space: pre-wrap;">Contract</span><span style="background-color: white; font-family: Arial; font-size: 16px; vertical-align: baseline; white-space: pre-wrap;">, </span><span style="background-color: white; font-family: Arial; font-size: 16px; font-style: italic; vertical-align: baseline; white-space: pre-wrap;">52</span><span style="background-color: white; font-family: Arial; font-size: 16px; vertical-align: baseline; white-space: pre-wrap;">(5), 60.</span></div>
<br /><span style="background-color: white; font-family: Arial; font-size: 16px; vertical-align: baseline; white-space: pre-wrap;"></span><span style="background-color: white; font-family: Arial; font-size: 16px; vertical-align: baseline; white-space: pre-wrap;">Ways, S. B., & Burbank, C. (2005). Scenario Planning. </span><span style="background-color: white; font-family: Arial; font-size: 16px; font-style: italic; vertical-align: baseline; white-space: pre-wrap;">Public Roads</span><span style="background-color: white; font-family: Arial; font-size: 16px; vertical-align: baseline; white-space: pre-wrap;">, </span><span style="background-color: white; font-family: Arial; font-size: 16px; font-style: italic; vertical-align: baseline; white-space: pre-wrap;">69</span><span style="background-color: white; font-family: Arial; font-size: 16px; vertical-align: baseline; white-space: pre-wrap;">(2), 1.</span></span>The Small Steps Projecthttp://www.blogger.com/profile/17234062141900374362noreply@blogger.com4tag:blogger.com,1999:blog-5604404762692505595.post-77000195196588626712013-08-09T19:54:00.000-07:002013-08-09T19:54:12.755-07:00Newspaper Article: Students take over the 'classroom'!<span style="font-family: Arial, Helvetica, sans-serif;">Teachers are a thing of the past; children have taken over the classroom to design their own learning programmes.</span><br />
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<span style="color: #414141;"><span style="font-family: Arial, Helvetica, sans-serif;">Education has changed a lot in recent times; students are no longer following a timetable and lesson plans set by their teacher within the four walls of a classroom. They are now planning their own learning and doing it anywhere; at home, in the local library, or even in the park on a sunny afternoon!</span></span><br />
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<span style="background-color: white; color: #414141;"><span style="font-family: Arial, Helvetica, sans-serif;">Since the introduction of online learning programmes and the availability inexpensive hardware to access content, there has been a significant change in the way that many students are going about their learning.</span></span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;"><span style="color: #414141;">With the nationwide availability of ultra fast broadband and inexpensive throwaway mobile learning tools, personalized learning is available to just about anyone who chooses this means of education. However, there are 'losers' in this story; those teachers and educators who didn't prepare for the future back as far as 2013 and start to up-skill themselves and future-proof their schools to meet the needs of the next generation of learners. The teachers and schools who saw where education was heading, and took the time to participate in professional development, are now in high demand to plan learning environments to meet the needs of the independent learner.</span></span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">This news is significant and newsworthy as it shows how what was once seen as the only way of educating students, this being in a traditional school environment, can change through the use of new technology and a change of mindset. Other organisations need to beware and forewarned; if it can happen in schools, it can happen in hospitals, the armed services; nowhere is 'safe' from the growing reach of new technologies.</span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">Back in the early part of the century many aspects of using computers and ICT technology were quite complicated, often beyond the reach of primary school children. A significant change happened with the introduction of the iPad and the app system that ran alongside it. Since then technology has become increasingly accessible to even the youngest child. No longer were children required to know complicated computer code; they now had access to a huge range of learning tools at the press of a button.</span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">Around the same time as the iPad was introduced there also came a wealth of online courses that enabled students to participate in personalized learning programmes. Remember the Khan Academy? At the time it seemed to be groundbreaking, but only a few 'tech savvy teachers were prepared to use it in the own classrooms. Now teachers who don't utilize online programmes are seen as old fashioned relics who are trying to hold onto a system that is long past it's use by date.</span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">Children are now able to design their own school curriculum with the aid of online tutors and quality interactive online learning programmes. Children are working at a pace that suites them, and are no longer having to wait for their slower paced peers to catch up with them before moving on to a new concept. Virtual classrooms are now being set up all over the world, with New Zealand students in the same 'class' as children from Switzerland, Argentina, South Africa and anywhere else there are others with similar learning needs. Students are now truly 'global independents' who are able to participate in their learning at anytime that suites them, not just simply between the hours of 9.00am and 3.00pm.</span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">There hasn't been a new school built in New Zealand since 2020, and many schools are losing students in droves to online learning environments. This has led to huge cost savings for the Ministry of Education, with funds now being targeted directly to teaching and learning, and away from bricks, mortar, administration and auxiliary staff wages. This has enabled the Ministry to fund resources for every child moving to online schools, meaning that the latest technology isn't only available for those families who can afford it.</span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">There are some who oppose the move towards student centered online learning. Members of the Luddite School System have gone on record stating that children are losing their ability to interact with others in a normal face-to-face way. The Luddite Charter School System strictly forbids the use of any modern technology in their classrooms, preferring their students take part in teacher led, practical hands-on activities with other children in their age group.</span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">It will be interesting to see which education approach will win out in the long term. However, at this point of time the move towards student centered online learning environments is attracting more students everyday. It is clear that those who saw this type of learning as a possibility back as far as 2013 have had the advantage of being prepared for the future that has now happened.</span><br />
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The Small Steps Projecthttp://www.blogger.com/profile/17234062141900374362noreply@blogger.com9tag:blogger.com,1999:blog-5604404762692505595.post-7444595851696395652013-08-08T19:46:00.001-07:002013-08-08T19:46:50.495-07:00Scenario Matrix - What will education look like in 2033?<span style="font-family: Arial, Helvetica, sans-serif;">What will education look like in 2033? This is based on three uncertainties:</span><br />
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<li><span style="font-family: Arial, Helvetica, sans-serif;">the role and impact of technology for learning in the future;</span></li>
<li><span style="font-family: Arial, Helvetica, sans-serif;">where learning takes place for students; and</span></li>
<li><span style="font-family: Arial, Helvetica, sans-serif;">is the learning teacher centered or student centered?.</span></li>
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<b><span style="font-family: Arial, Helvetica, sans-serif;">Four scenarios</span></b><br />
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<li><span style="font-family: Arial, Helvetica, sans-serif;">Learner centered and technology enhanced - globally based and independent. This group is called the <span style="color: red;"><b>Global Independents.</b></span></span></li>
<li><span style="font-family: Arial, Helvetica, sans-serif;">Learner centered with limited technology - locally based and independent. This group is called the <span style="color: blue;">Local Independents.</span></span></li>
<li><span style="font-family: Arial, Helvetica, sans-serif;">Teacher centered with technology - globally based and reliant. This group is called the <span style="color: orange;"><b>Global Reliants.</b></span></span></li>
<li><span style="font-family: Arial, Helvetica, sans-serif;">Teacher centered with limited technology - locally based and reliant. This group is called the <span style="color: lime;"><b>Local Reliants.</b></span></span></li>
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<b><span style="font-family: Arial, Helvetica, sans-serif;">Global Independents</span></b><br />
<span style="font-family: Arial, Helvetica, sans-serif;">The Global Independents take responsibility for their own learning, with learning taking place outside of the traditional classroom environment. Students identify the learning topics, areas, and focus that best suits their needs, goals and aspirations. These learners may be guided by a facilitator, but the agenda is largely set by the student. Technology resources are used extensively to access resources globally to support programmes.</span><br />
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<b><span style="font-family: Arial, Helvetica, sans-serif;">Local independents</span></b><br />
<span style="font-family: Arial, Helvetica, sans-serif;">The Local Independents also take responsibility for their own learning, with learning taking place outside of the traditional classroom environment. Students identify the learning topics, areas, and focus that best suits their needs, goals and aspirations. These learners may be guided by a facilitator, but the agenda is largely set by the student. Local Independents utilize local resources to support their learning, focusing on community needs and events, and basing their learning around addressing local issues. ICT resources do not play a part in their learning, preferring traditional hands-on and practical learning experiences.</span><br />
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<b><span style="font-family: Arial, Helvetica, sans-serif;">Global Reliants</span></b><br />
<span style="font-family: Arial, Helvetica, sans-serif;">A teacher has the responsibility of setting the learning agenda of Global Reliants, with learning taking place in a traditional classroom environment. The teacher will identify the learning topics, areas, and focus that best suit the needs, goals and aspirations of the student, guided by a centralized curriculum. Technology resources are used extensively to access resources globally to support programmes.</span><br />
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<b><span style="font-family: Arial, Helvetica, sans-serif;">Local Reliants</span></b><br />
<span style="font-family: Arial, Helvetica, sans-serif;">A teacher has the responsibility of setting the learning agenda of Global Reliants, with learning taking place in a traditional classroom environment. The teacher will identify the learning topics, areas, and focus that best suits their needs, goals and aspirations of the student, guided by a centralized curriculum. Technology resources are not used, with the schools choosing more traditional approaches for curriculum delivery.</span><br />
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<br />The Small Steps Projecthttp://www.blogger.com/profile/17234062141900374362noreply@blogger.com8tag:blogger.com,1999:blog-5604404762692505595.post-40733007388448368362013-08-06T22:17:00.001-07:002013-08-06T22:20:09.237-07:00Selection and justification of major trends<b><span style="font-family: Arial, Helvetica, sans-serif;">Horizons Report and Web Research Findings</span></b><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">Online learning</span><br />
<span style="font-family: Arial, Helvetica, sans-serif;">Hybrid learning</span><br />
<span style="font-family: Arial, Helvetica, sans-serif;">Social media for interacting, presenting ideas and communicating</span><br />
<span style="font-family: Arial, Helvetica, sans-serif;">Open access to information and resources</span><br />
<span style="font-family: Arial, Helvetica, sans-serif;">BYOD</span><br />
<span style="font-family: Arial, Helvetica, sans-serif;">The roll of schools now that information is so widely available on the web</span><br />
<span style="font-family: Arial, Helvetica, sans-serif;">Professional development for staff in use and implementation of ICT</span><br />
<span style="font-family: Arial, Helvetica, sans-serif;">Cloud computing</span><br />
<span style="font-family: Arial, Helvetica, sans-serif;">Mobile learning</span><br />
<span style="font-family: Arial, Helvetica, sans-serif;">Open content</span><br />
<span style="font-family: Arial, Helvetica, sans-serif;">3D printing</span><br />
<span style="font-family: Arial, Helvetica, sans-serif;">Virtual and remote laboratories</span><br />
<span style="font-family: Arial, Helvetica, sans-serif;">Educational gaming</span><br />
<span style="font-family: Arial, Helvetica, sans-serif;">Electronic interactive textbooks</span><br />
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<b><span style="font-family: Arial, Helvetica, sans-serif;">Two major trends in my own context</span></b><br />
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<b><span style="font-family: Arial, Helvetica, sans-serif;">Social media </span></b><br />
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<li><span style="background-color: white;"><span style="font-family: Arial, Helvetica, sans-serif;">The use of the likes of Facebook, Twitter, Google Plus and Pinterest as a means on engaging, interacting, sharing ideas and communicating with individuals and groups.</span></span></li>
<li><span style="background-color: white;"><span style="font-family: Arial, Helvetica, sans-serif;"><span style="line-height: 19.1875px;">My current school is focussing on using Twitter and Facebook as a means of sharing, communicating and engaging with our community. We have a school Facebook page, class Twitter feeds, a school Twitter feed, and Google Plus is used as a means of delivering a Mandarin language programme. There has been a very positive response from the community re the use of social media resources.</span></span></span></li>
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<span style="background-color: white; line-height: 19.1875px;"><b><span style="font-family: Arial, Helvetica, sans-serif;">Cloud Computing</span></b></span><br />
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<li><span style="line-height: 19.1875px;"><span style="font-family: Arial, Helvetica, sans-serif;">Cloud computing involves services being utilized that are 'off site' and not stored locally on servers. Examples include Google Apps and Office 365. Resources can be accessed from anywhere, on almost any device with that is able to connect to the Internet.</span></span></li>
<li><span style="line-height: 19.1875px;"><span style="font-family: Arial, Helvetica, sans-serif;">My school has invested heavily in terms of time and training in the use of Google Apps, We have chosen to use Google Apps because the interface is similar regardless of the devices that are used to access specific apps. Another key factor in our choice has been the fact that all updates are done online, without the need to involve tech support agencies, leading to considerable savings in maintenance. This is particularly significant in a small school with a limited budget.</span></span></li>
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<br />The Small Steps Projecthttp://www.blogger.com/profile/17234062141900374362noreply@blogger.com1tag:blogger.com,1999:blog-5604404762692505595.post-41289453106350300002013-08-02T14:50:00.000-07:002013-10-06T22:16:09.045-07:00Decision-making simulation<span id="docs-internal-guid-11b6c1b2-4100-f2cb-a64c-2d43a4c61136"></span><br />
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<span id="docs-internal-guid-11b6c1b2-4100-f2cb-a64c-2d43a4c61136"><span style="background-color: #f6f9ed; font-family: Arial; font-size: 13px; font-weight: bold; vertical-align: baseline; white-space: pre-wrap;">Self Determination for Programme Leaders</span></span></div>
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<a href="https://akoaotearoa.ac.nz/download/ng/file/group-5509/2016-scenario-guide-to-effective-tertiary-education-in-new-zealand-programme-leaders.pdf" style="text-decoration: none;"><span style="background-color: #f6f9ed; color: #1155cc; font-family: Arial; font-size: 13px; font-weight: bold; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">2016 scenario guide to effective tertiary education in New Zealand: Planning resource for programme leaders</span></a><span style="background-color: #f6f9ed; font-family: Arial; font-size: 13px; font-weight: bold; vertical-align: baseline; white-space: pre-wrap;"></span></div>
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<span style="background-color: #f6f9ed; font-family: Arial; font-size: 13px; font-weight: bold; vertical-align: baseline; white-space: pre-wrap;">My decision-making context</span><span style="background-color: #f6f9ed; font-family: Arial; font-size: 13px; vertical-align: baseline; white-space: pre-wrap;">: </span></div>
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<span style="background-color: #f6f9ed; font-family: Arial; font-size: 13px; vertical-align: baseline; white-space: pre-wrap;">I am reviewing the scenario through the lens of of a school principal of a Catholic School in provincial New Zealand. </span><span style="background-color: #f6f9ed; font-family: Arial; font-size: 13px; font-style: italic; vertical-align: baseline; white-space: pre-wrap;"> </span><span style="background-color: #f6f9ed; font-family: Arial; font-size: 13px; vertical-align: baseline; white-space: pre-wrap;"></span></div>
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<span style="background-color: #f6f9ed; font-family: Arial; font-size: 13px; font-weight: bold; vertical-align: baseline; white-space: pre-wrap;">Overview of the scenario</span><span style="background-color: #f6f9ed; font-family: Arial; font-size: 13px; vertical-align: baseline; white-space: pre-wrap;">: </span></div>
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<span style="background-color: #f6f9ed; font-family: Arial; font-size: 13px; vertical-align: baseline; white-space: pre-wrap;">This is a very student centred approach to learning. There are significant support structures available for and provided to the learner from the community beyond the classroom walls. Experts are utilized from the community to provide programmes that are specific to the needs of individual students; there is a strong partnership between school staff and outside providers. Instructional material is diverse, with there being no set text or programme outline. The classroom can be anywhere, certainly not limited to a traditional classroom that has the students doing all of their learning in the one traditional teaching space.</span></div>
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<span style="background-color: #f6f9ed; font-family: Arial; font-size: 13px; font-weight: bold; vertical-align: baseline; white-space: pre-wrap;">Brainstorm list of recommended decisions</span><span style="background-color: #f6f9ed; font-family: Arial; font-size: 13px; vertical-align: baseline; white-space: pre-wrap;">: </span></div>
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<span style="background-color: #f6f9ed; font-family: Arial; font-size: 13px; vertical-align: baseline; white-space: pre-wrap;">What checks will be put in place to ensure that learning providers have the skills necessary to meet the needs of students?</span></div>
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<span style="background-color: #f6f9ed; font-family: Arial; font-size: 13px; vertical-align: baseline; white-space: pre-wrap;">Is the learning too personalised in terms of possible future application in wider contexts for the students?</span></div>
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<span style="background-color: #f6f9ed; font-family: Arial; font-size: 13px; vertical-align: baseline; white-space: pre-wrap;">Are there resources available in the community to support learners, or will there be a need to look beyond the immediate community?</span></div>
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<span style="background-color: #f6f9ed; font-family: Arial; font-size: 13px; vertical-align: baseline; white-space: pre-wrap;">Will this type of learning attracted learners? </span></div>
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<span style="background-color: #f6f9ed; font-family: Arial; font-size: 13px; vertical-align: baseline; white-space: pre-wrap;">Conversely, will this type of learning environment repel potential students and their families?</span></div>
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<span style="background-color: #f6f9ed; font-family: Arial; font-size: 13px; vertical-align: baseline; white-space: pre-wrap;">What physical ICT resources will be needed to support the learners and learning environment?</span></div>
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<span style="background-color: #f6f9ed; font-family: Arial; font-size: 13px; font-weight: bold; vertical-align: baseline; white-space: pre-wrap;">Two most important strategic decisions</span><span style="background-color: #f6f9ed; font-family: Arial; font-size: 13px; vertical-align: baseline; white-space: pre-wrap;">: </span></div>
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<span style="background-color: #f6f9ed; color: red; font-family: Arial; font-size: 13px; vertical-align: baseline; white-space: pre-wrap;">What checks will be put in place to ensure that learning providers have the skills necessary to meet the learning needs of students?</span></div>
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<span style="background-color: #f6f9ed; font-family: Arial; font-size: 13px; vertical-align: baseline; white-space: pre-wrap;">When counting on individuals and organisations who have not had specific training in working with students there will need to be considerable guidance, at least initially, to ensure that they have the pedagogical knowledge to support specific content knowledge and skills to meet the diverse learning needs of students.</span></div>
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<span style="background-color: #f6f9ed; color: red; font-family: Arial; font-size: 13px; vertical-align: baseline; white-space: pre-wrap;">Is the learning too personalised in terms of possible future application in wider contexts for the students?</span></div>
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<span style="background-color: #f6f9ed; font-family: Arial; font-size: 13px; vertical-align: baseline; white-space: pre-wrap;">Students in a primary school need a broad range of skills to meet the increasing learning requirements that are placed on them by statutory demands, such as curriculum requirements and national standards. A too narrow focus may lead to strong skills and ability on some areas, but could be detrimental when looking at the ‘bigger picture’ in terms of the long term knowledge and skills acquisition to be successful in the New Zealand school learning environment.</span></div>
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<span style="background-color: #f6f9ed; font-family: Arial; font-size: 13px; font-weight: bold; vertical-align: baseline; white-space: pre-wrap;"><br /></span></div>
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<span style="background-color: #f6f9ed; font-family: Arial; font-size: 13px; font-weight: bold; vertical-align: baseline; white-space: pre-wrap;">Transferability of recommended decisions for the scenarios alternatives</span><span style="background-color: #f6f9ed; font-family: Arial; font-size: 13px; vertical-align: baseline; white-space: pre-wrap;">: </span></div>
<div dir="ltr" style="line-height: 1.3082386363636365; margin-bottom: 1pt; margin-top: 3pt;">
<span style="background-color: #f6f9ed; color: red; font-family: Arial; font-size: 13px; vertical-align: baseline; white-space: pre-wrap;">What checks will be put in place to ensure that learning providers have the skills necessary to meet the learning needs of students?</span></div>
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<span style="background-color: #f6f9ed; font-family: Arial; font-size: 13px; vertical-align: baseline; white-space: pre-wrap;">As the scenarios develop across the spectrum, from the bottom left to the top right of the </span><a href="https://akoaotearoa.ac.nz/download/ng/file/group-5509/2016-scenario-guide-to-effective-tertiary-education-in-new-zealand-programme-leaders.pdf" style="text-decoration: none;"><span style="background-color: #f6f9ed; color: #1155cc; font-family: Arial; font-size: 13px; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">figure 1 diagram</span></a><span style="background-color: #f6f9ed; font-family: Arial; font-size: 13px; vertical-align: baseline; white-space: pre-wrap;">, this becomes more relevant. The four scenarios move from a more tightly structure programme, in which the provider has considerable influence in the teaching and delivery of programmes, through to a far more open structure, in which outside providers and resources are utilized to meet the needs of students and deliver programmes.</span></div>
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<span style="background-color: #f6f9ed; color: red; font-family: Arial; font-size: 13px; vertical-align: baseline; white-space: pre-wrap;">Is the learning too personalised in terms of possible future application in wider contexts for the students?</span></div>
<span style="background-color: #f6f9ed; font-family: Arial; font-size: 13px; vertical-align: baseline; white-space: pre-wrap;">This is determined by the selection of programmes in any of the four scenarios. Any of the four approaches could be based around either a very narrow or broad curriculum. The breadth of the curriculum isn’t determined by the methodology for delivering it.</span></span>The Small Steps Projecthttp://www.blogger.com/profile/17234062141900374362noreply@blogger.com1tag:blogger.com,1999:blog-5604404762692505595.post-54758233694283468102013-08-01T05:06:00.001-07:002013-08-01T05:06:29.063-07:00My view and opinion of scenario planning<div dir="ltr" style="line-height: 1.3082386363636365; margin-bottom: 6pt; margin-top: 4pt;">
<span style="background-color: white; color: black; font-family: Arial; font-size: 13px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">I think that the scenario planning approach is a valid and useful one. The idea of preparing for a number of possible futures is a particularly relevant one for me, as I have seen strategic decisions that have been based on current and likely trends to make significant purchases for school ICT resources that have turned out to be shortsighted; an example being substantial funding going towards netbooks shortly before the widely rumoured introduction of tablets, particularly the iPad. This highlights to me how scenario planning in digital technologies is such a relevant process; change is happening so quickly; clearly strategies need to be in place to cater for this rapid change of pace in our world</span></div>
<div dir="ltr" style="line-height: 1.3082386363636365; margin-bottom: 6pt; margin-top: 4pt;">
<span style="background-color: white; color: black; font-family: Arial; font-size: 13px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">I do see a potential disadvantage of scenario planning being stretching resources to focus on a range of outcomes, as opposed to focusing on lesser, and quite likely, areas of needs. </span></div>
<div dir="ltr" style="line-height: 1.3082386363636365; margin-bottom: 6pt; margin-top: 4pt;">
<span style="background-color: white; color: black; font-family: Arial; font-size: 13px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> In my own context of social media, I am aware of emerging tools, such as Google Plus and Pinterest, that could potentially be more useful in a school environment that the two I am focusing on (Facebook and Twitter). Scenario Planning offers an avenue for for preparing for the possible implementation of the likes of Google Plus, possibly through the use of professional development on the resource to ensure that if the need arises, staff have the skills, knowledge and ability to implement the new system.</span></div>
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<span style="background-color: white; color: black; font-family: Arial; font-size: 13px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">For my own needs, I will be looking towards the processes that are used to identify possible futures in the scenario planning process. I often go into situations with predetermined ideas (netbooks!) that I find hard to waver from. I need to be able to put my own thoughts. ideas and opinions aside to look towards more than the one scenario.</span></div>
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The Small Steps Projecthttp://www.blogger.com/profile/17234062141900374362noreply@blogger.com2tag:blogger.com,1999:blog-5604404762692505595.post-69671159683850921242013-08-01T04:29:00.001-07:002013-08-01T04:29:26.066-07:00 The three most important skills for generating effective scenarios and why I deem these skills to be important<div dir="ltr" style="line-height: 1.3082386363636365; margin-bottom: 1pt; margin-top: 3pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Creative thinking and imagination</span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">For the scenario planning to be successful there is a need for those taking part in the process to be creative in their thinking. Sargent (2011) describes how scenario planning requires multiple options to avoid dead ends. This requires those involved to be able to identify a number of futures, as well as procedures and systems to meet the identified outcomes. A lack of creative thinking will lead to similar outcomes, almost along the traditional strategic planning approach that is based on what is happening and what is likely to happen. </span></div>
<b id="docs-internal-guid-49bd3b9b-399c-d112-eb2d-1f0e8edc3476" style="font-weight: normal;"><br /><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"></span></b>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">A systematic approach</span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Ways and Burbank (2005) outline a systematic approach to scenario planning. Their process involves a series of six steps to work through: </span><span style="background-color: white; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">researching the driving forces; determining patterns of interaction; creating their scenarios; analyzing the implications; evaluating the scenarios; and monitoring the indicators. These steps could be applied to any future forecasting through scenario planning, and are important because they provide a structured framework to ensure that, although the outcomes are uncertain, the methodology for preparing for a range of futures is consistent.</span></div>
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<span style="background-color: white; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> </span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"></span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">The ability to focus on the right issue</span></div>
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<span style="background-color: white; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Miesing and van Ness (2007) highlight the need to identify the big question, the compelling scenario question. This question will focus on the single overarching strategic issue for the organisation. If this step is not taken to identify the most significant issue, then all other steps that follow, and the energy required to take these steps, are not done so for the best long term interests of the organisation as the focus should have been used in on another more relevant factor. </span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"></span></div>
<b style="font-weight: normal;"><br /><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"></span></b>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">References</span></div>
<div dir="ltr" style="line-height: 1.15; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: white; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Miesing, P., & van Ness, R. K. (2007). Exercise: Scenario Planning. </span><span style="background-color: white; color: black; font-family: Arial; font-size: 15px; font-style: italic; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Organization Management Journal (Palgrave Macmillan Ltd.)</span><span style="background-color: white; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">, </span><span style="background-color: white; color: black; font-family: Arial; font-size: 15px; font-style: italic; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">4</span><span style="background-color: white; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">(2), 148-167.</span></div>
<b style="font-weight: normal;"><br /><span style="background-color: white; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"></span></b>
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<span style="background-color: white; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Sargent, K. (2011). scenario planning. </span><span style="background-color: white; color: black; font-family: Arial; font-size: 15px; font-style: italic; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Contract</span><span style="background-color: white; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">, </span><span style="background-color: white; color: black; font-family: Arial; font-size: 15px; font-style: italic; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">52</span><span style="background-color: white; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">(5), 60.</span></div>
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<div dir="ltr" style="line-height: 1.15; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: white; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Ways, S. B., & Burbank, C. (2005). Scenario Planning. </span><span style="background-color: white; color: black; font-family: Arial; font-size: 15px; font-style: italic; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Public Roads</span><span style="background-color: white; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">, </span><span style="background-color: white; color: black; font-family: Arial; font-size: 15px; font-style: italic; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">69</span><span style="background-color: white; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">(2), 1.</span></div>
The Small Steps Projecthttp://www.blogger.com/profile/17234062141900374362noreply@blogger.com2tag:blogger.com,1999:blog-5604404762692505595.post-22350025018415147822013-08-01T02:48:00.001-07:002013-08-01T02:48:47.871-07:00"Scenarios can’t predict the future, so what’s the point?”<div dir="ltr" style="line-height: 1.15; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Although a scenario can’t predict the future, a scenario planning approach to what may happen can put the planner in a position in which he / she is prepared to face a number of possible futures. </span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><br /></span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">There is a significant difference between predicting the future and preparing for the future. Predicting for the future is more than likely to be based on the past and what is happening now, then predicting what is most likely to happen based of these two factors. It is almost a ‘putting all of your eggs in one basket approach’, with one outcome being considered, and all resourcing and strategic planning focused on that one outcome eventuating. </span></div>
<b id="docs-internal-guid-49bd3b9b-393c-cde9-8dcb-0539e51b0266" style="font-weight: normal;"><br /><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"></span></b>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Preparing for the future suggests the planner being ready for a number of possible future outcomes. No one can be sure of what the future holds, but steps can be put in place to be ready to meet the effects of events that may take place. </span><span style="font-family: Arial; font-size: 15px; line-height: 1.15; white-space: pre-wrap;">Scenario planning gives the planner a degree of confidence that they have some control over what the future may have in store.</span></div>
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<br />The Small Steps Projecthttp://www.blogger.com/profile/17234062141900374362noreply@blogger.com3tag:blogger.com,1999:blog-5604404762692505595.post-87245264693805243592013-07-29T03:16:00.000-07:002013-07-29T03:41:10.805-07:00SP4Ed Introduction<span style="font-family: Arial, Helvetica, sans-serif;">Hi everyone. My name is Tim Nelson, a participant in the Canterbury University EDEM630 course; Change With Digital Technology. I'm the principal of <a href="http://www.saintmarys.school.nz/">St Mary's School</a>, a Catholic School in Carterton, New Zealand.</span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">My aim for this blog is twofold; the first being to stay on top of the requirements for the abovementioned Canterbury University course (I'm being honest!), and the other being to use SP4Ed format to connect with others to identify resources and ideas to support my EDEM630 focus, this being '<span style="background-color: white; line-height: 17px; white-space: pre-wrap;">Is social media and effective means for schools to engage with students and their families?'</span></span><br />
<span style="background-color: white; line-height: 17px; white-space: pre-wrap;"><span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></span>
<span style="background-color: white; line-height: 17px; white-space: pre-wrap;"><span style="font-family: Arial, Helvetica, sans-serif;">I'm also interested in the process that the MOOC offers for learning. I've created and used online learning environments several times in the past, most recently a Google Plus site to teach an online Mandarin language programme to Year 5 - 8 students in my school. I'm very interested to see if this MOOC type environment could be used on a small scale for primary school students.</span></span><br />
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<span style="background-color: white;"><span style="font-family: Arial, Helvetica, sans-serif;"><span style="line-height: 17px; white-space: pre-wrap;">I'm looking forward to networking with others on this course, regardless of your focus. I believe that some of the best learning and ideas come by stumbling across ideas and resources that you're not necessarily looking for. Several years ago I 'discovered' Google Docs when I was aimlessly looking through the 'More' link on the Google homepage. This has led to me using and promoting Google Apps extensively ever since. Perhaps I will find another equally useful resource through connecting with other participants on this course.</span></span></span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;"><span style="line-height: 17px; white-space: pre-wrap;">All the best everyone!</span></span>The Small Steps Projecthttp://www.blogger.com/profile/17234062141900374362noreply@blogger.com1tag:blogger.com,1999:blog-5604404762692505595.post-5595379634184250532013-07-27T15:59:00.003-07:002013-07-27T15:59:42.666-07:00Reflection 1<div dir="ltr" style="line-height: 1.3082386363636365; margin-bottom: 1pt; margin-top: 3pt;">
<span style="background-color: white; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Initially I found it difficult settling on a focus for the course assignments. To overcome this I thought about two questions:</span></div>
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<span style="background-color: white; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">What is happening in my school?; and </span></div>
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<span style="background-color: white; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">What is relevant to my school?</span></div>
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<b style="font-weight: normal;"><br /><span style="background-color: white; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"></span></b>
<div dir="ltr" style="line-height: 1.3082386363636365; margin-bottom: 1pt; margin-top: 3pt;">
<span style="background-color: white; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Doing this led to my choosing a focus that I am interested in; 'Is social media and effective means for schools to engage with students and their families?' I’ve enjoyed reading case studies and readings on the use of Twitter to engage with students, a topic that I am quite passionate about. </span></div>
<b style="font-weight: normal;"><br /><span style="background-color: white; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"></span></b>
<div dir="ltr" style="line-height: 1.3082386363636365; margin-bottom: 1pt; margin-top: 3pt;">
<span style="background-color: white; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Readings on change theory have had a significant impact on the way I will approach change in the future, particularly from a leadership perspective. I had a similar goal in my previous school around using Twitter as a class blog format for sharing and engaging with families. This was ‘implemented’ with little professional development. My expectations were that, because using Twitter through an iPad is ‘easy’, all teachers would readily use it as a replacement for blogs, which we had used in the past. </span></div>
<b style="font-weight: normal;"><br /><span style="background-color: white; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"></span></b>
<div dir="ltr" style="line-height: 1.3082386363636365; margin-bottom: 1pt; margin-top: 3pt;">
<span style="background-color: white; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">The Concerns-Based adoption Model has been especially enlightening to me. The reading shows the stages of concern that those affected by change may go through. The reading gave me more empathy for teachers as individuals, I am now more understanding of the different stages of the change process that individuals might be at, as opposed to grouping them all together and expecting the same thing.</span></div>
<b style="font-weight: normal;"><br /><span style="background-color: white; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"></span></b>
<div dir="ltr" style="line-height: 1.3082386363636365; margin-bottom: 1pt; margin-top: 3pt;">
<span style="background-color: white; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">I can see that when a planned change process is in place, change is more likely to be long term. The school where I previously led the implementation of Twitter has not seen sustained use of the resource from a majority of teachers after my having left. I believe that this can be attributed in some part to the ‘one size fits all’ model that I led for introducing the resource; as soon as I left and the pressure was off (from my constant reminders to update), posts on many of the Twitter feeds are infrequent at best.</span></div>
<b style="font-weight: normal;"><br /><span style="background-color: white; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"></span></b>
<div dir="ltr" style="line-height: 1.3082386363636365; margin-bottom: 1pt; margin-top: 3pt;">
<span style="background-color: white; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">A key question that I had as I chose my focus was what social media resources would be the basis of my research and use. Ideally I would have liked to have used Google Plus, as I can see how this could be so effective in a school community environment. Unfortunately the is a 13+ age restriction on this, so it’s not accessible for almost all of the students in my school. I am still using Facebook, despite the age restriction that it also has, as the key resource for connecting with families. The primary reason so my selection of Facebook being that so many in the school community already use it and are familiar with how it works.</span></div>
<b style="font-weight: normal;"><br /><span style="background-color: white; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"></span></b>
<div dir="ltr" style="line-height: 1.3082386363636365; margin-bottom: 1pt; margin-top: 3pt;">
<span style="background-color: white; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">I chose Twitter for students as there is no age restriction on it’s use. My experience in working with children as young as 10 has been very positive. Twitter engages and excites children as they learn the many benefits and uses of the resource.</span></div>
<b style="font-weight: normal;"><br /><span style="background-color: white; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"></span></b>
<div dir="ltr" style="line-height: 1.3082386363636365; margin-bottom: 1pt; margin-top: 3pt;">
<span style="background-color: white; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Another question has been how can I encourage teachers to see the benefits of social media for their students and as a means of communicating with families. This will be addressed through using the Concerns-Based Adoption Model, for the reasons that I have outlined above.</span></div>
<b style="font-weight: normal;"><br /><span style="background-color: white; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"></span></b>
<div dir="ltr" style="line-height: 1.3082386363636365; margin-bottom: 1pt; margin-top: 3pt;">
<span style="background-color: white; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">What type of information will be shared on the different social media platforms has been a further question that I have thought about at length. Facebook and Twitter have quite different features, strengths and weaknesses. How I will take advantage of the strengths and overcome the weaknesses will be key in ensuring the long term viability of the change.</span></div>
<b style="font-weight: normal;"><br /><span style="background-color: white; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"></span></b>
<div dir="ltr" style="line-height: 1.3082386363636365; margin-bottom: 1pt; margin-top: 3pt;">
<span style="background-color: white; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">I am looking at researching possible levels of privacy for posts, comments and feedback on Twitter. Some in my school community have genuine concerns about the digital footprint of their children, and the access that others may have to information about students. I will look at internet safety information to provide assurance for those parents and caregivers who do have these concerns.</span></div>
<br /><span style="background-color: white; font-family: Arial; font-size: 15px; vertical-align: baseline; white-space: pre-wrap;"></span><span style="background-color: white; font-family: Arial; font-size: 15px; vertical-align: baseline; white-space: pre-wrap;">Overall this change journey has been both challenging and exciting for me. I am looking forward to seeing how it develops, and am hopeful that it will lead to long terms benefits for my whole school community.</span>The Small Steps Projecthttp://www.blogger.com/profile/17234062141900374362noreply@blogger.com2tag:blogger.com,1999:blog-5604404762692505595.post-60779490200416822772013-07-20T21:45:00.002-07:002013-07-20T21:45:35.311-07:00E-activity 2.2: Essay plan<div dir="ltr" style="line-height: 1.3082386363636365; margin-bottom: 1pt; margin-top: 3pt;">
<span style="background-color: white; color: red; font-family: Arial; font-style: normal; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Title</span><span style="background-color: white; color: red; font-family: Arial; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">: </span></div>
<div dir="ltr" style="line-height: 1.3082386363636365; margin-bottom: 1pt; margin-top: 3pt;">
<span style="background-color: white; color: #666666; font-family: 'Trebuchet MS'; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Is social media and effective means for schools to engage with students and their families?</span><span style="background-color: white; color: black; font-family: Arial; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"></span></div>
<b id="docs-internal-guid-558e948c-ff8a-7a19-d677-a3fd0fd421ff" style="font-weight: normal;"><br /><span style="background-color: white; color: red; font-family: Arial; font-style: normal; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"></span></b>
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<span style="background-color: white; color: red; font-family: Arial; font-style: normal; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Abstract</span><span style="background-color: white; color: red; font-family: Arial; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> Prepare an abstract of 350 words summarising the topic, key findings and conclusion</span></div>
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<span style="background-color: white; color: black; font-family: Arial; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">To be prepared once essay has been written.</span></div>
<b style="font-weight: normal;"><br /><span style="background-color: white; color: red; font-family: Arial; font-style: normal; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"></span></b>
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<span style="background-color: white; color: red; font-family: Arial; font-style: normal; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Introduction:</span><span style="background-color: white; color: red; font-family: Arial; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> Describe your context of change and research question including:</span></div>
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<span style="background-color: white; color: red; font-family: Arial; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">The </span><span style="background-color: white; color: red; font-family: Arial; font-style: normal; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">nature and characteristics of the technology innovation</span><span style="background-color: white; color: red; font-family: Arial; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> (i.e. the </span><span style="background-color: white; color: red; font-family: Arial; font-style: italic; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">what?</span><span style="background-color: white; color: red; font-family: Arial; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">)</span></div>
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<span style="background-color: white; color: black; font-family: Arial; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">This will focus around introducing the two primary social media programmes, Facebook and Twitter; what are the benefits? What will they be used for? What am I hoping to achieve?. I will cover my previous experiences in introducing and implementing the programmes at another school. I will also discuss the implementation of Google Plus at my previous school, and why it didn’t work. Finally, I will comment how it was done in an ad-hoc trial and error way, without any use of a change model guide. </span></div>
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<span style="background-color: white; color: red; font-family: Arial; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">An explanation of the </span><span style="background-color: white; color: red; font-family: Arial; font-style: normal; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">importance and significance of the change</span><span style="background-color: white; color: red; font-family: Arial; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> for teachers and learners (i.e. the </span><span style="background-color: white; color: red; font-family: Arial; font-style: italic; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">why?</span><span style="background-color: white; color: red; font-family: Arial; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">).</span></div>
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<span style="background-color: white; color: black; font-family: Arial; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Here I will focus on what has happened in the past re engaging with students and families for all purposes around communication of information, content and ideas. This will include the likes of parent interviews and newsletters for parents. For students the focus will be on traditional in class face to face teaching. In regards to teachers, both of the above statements will be taken into account in regards to how they engage with parents and students. This is where I will introduce the limitations of what has traditionally been done; how the school has not taken advantage of available resources to effectively engage with members of the school community.. </span></div>
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<span style="background-color: white; color: red; font-family: Arial; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">The </span><span style="background-color: white; color: red; font-family: Arial; font-style: normal; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">thesis / or problem statement or research question</span><span style="background-color: white; color: red; font-family: Arial; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> What is the main idea, point of view or central question you will address in your review of the change model(s)</span></div>
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<span style="background-color: white; color: #666666; font-family: 'Trebuchet MS'; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Is social media and effective means for schools to engage with students and their families?</span><span style="background-color: white; color: black; font-family: Arial; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"></span></div>
<b style="font-weight: normal;"><br /><span style="background-color: white; color: black; font-family: Arial; font-style: normal; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"></span></b>
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<span style="background-color: white; color: red; font-family: Arial; font-style: normal; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Body:</span><span style="background-color: white; color: red; font-family: Arial; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> This is the main part of the essay which should cover:</span></div>
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<span style="background-color: white; color: red; font-family: Arial; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">A </span><span style="background-color: white; color: red; font-family: Arial; font-style: normal; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">description of the change model(s)</span><span style="background-color: white; color: red; font-family: Arial; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> Identify an appropriate model of change which informs your thesis or problem. Summarise the relevant model with appropriate connections to your topic / context.</span></div>
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<span style="background-color: white; color: black; font-family: Arial; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Awareness of teachers, students and parents;</span></div>
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<span style="background-color: white; color: black; font-family: Arial; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Knowledge of teachers, students and parents;</span></div>
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<span style="background-color: white; color: black; font-family: Arial; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Use by parents, teachers and students;</span></div>
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<span style="background-color: white; color: black; font-family: Arial; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Management by parents, teachers and students;</span></div>
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<span style="background-color: white; color: black; font-family: Arial; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Analysis by teachers;</span></div>
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<span style="background-color: white; color: black; font-family: Arial; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Collaboration with other resources and programmes by teachers;</span></div>
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<span style="background-color: white; color: black; font-family: Arial; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Modifications and changes by teachers, based on what has taken place so far; how can it be improved? How can it be more effective?</span></div>
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<span style="background-color: white; color: red; font-family: Arial; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">A </span><span style="background-color: white; color: red; font-family: Arial; font-style: normal; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">review of the implications</span><span style="background-color: white; color: red; font-family: Arial; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> of the change model for your own context. You should cover both strengths and shortcomings or pros and cons of the model(s).</span></div>
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<span style="background-color: white; color: black; font-family: Arial; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">For the next two sections I will use de Bono’s Six Thinking Hats model to review the implications:</span></div>
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<span style="background-color: white; color: black; font-family: Arial; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Red: Gut feeling, has the change model been effective? </span></div>
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<span style="background-color: white; color: black; font-family: Arial; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Yellow: What are the strengths?</span></div>
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<span style="background-color: white; color: black; font-family: Arial; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Black: What are the limitations?</span></div>
<b style="font-weight: normal;"><br /><span style="background-color: white; color: black; font-family: Arial; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"></span></b>
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<span style="background-color: white; color: red; font-family: Arial; font-style: normal; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Conclusion:</span><span style="background-color: white; color: red; font-family: Arial; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> Including for example, recommendations for the future or lessons learned.</span></div>
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<span style="background-color: white; color: black; font-family: Arial; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">White: What has been the result of the implementation? What are the facts?</span></div>
<span style="background-color: white; font-family: Arial; vertical-align: baseline; white-space: pre-wrap;">Green Hat: What needs to be changed / modified? Does anything need to be changed or modified?</span>The Small Steps Projecthttp://www.blogger.com/profile/17234062141900374362noreply@blogger.com9tag:blogger.com,1999:blog-5604404762692505595.post-43011240066926213012013-07-20T02:56:00.003-07:002013-07-20T02:58:13.195-07:00E-activity 2.1Here's my mind map for the topic:<br />
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'Is social media and effective means for schools to engage with students and their families?'<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh4H50h4ZDqW7f2ankk3V8UM-sLb8QHnsvzfNb-H97r5IN2PuPoG8iCTgzIC88IX7MCU8ZGmOLTeZbhRcrXoKe92QhSycNY0B51V4h7Cmey026IMtekUzRCEnLwQzJKegoXtuAJg2B8vQDE/s1600/EDEM630_rxamknd.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="306" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh4H50h4ZDqW7f2ankk3V8UM-sLb8QHnsvzfNb-H97r5IN2PuPoG8iCTgzIC88IX7MCU8ZGmOLTeZbhRcrXoKe92QhSycNY0B51V4h7Cmey026IMtekUzRCEnLwQzJKegoXtuAJg2B8vQDE/s640/EDEM630_rxamknd.jpg" width="640" /></a></div>
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<span style="font-family: sans-serif; line-height: 19.1875px;"><b style="background-color: white;">An introduction of your central topic of research, that is, your identified change with digital technology in education.</b></span><br />
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<span style="font-family: sans-serif;"><span style="background-color: white; line-height: 19.1875px;">At the beginning of term 2 I started in a new role as the principal of a small Catholic school in Carterton. Through the application process I spent a lot of time researching the school, some of which was done through the school website. Here I noticed no evidence of social media being utilized by the school; there was no Facebook page or Twitter feed. One class had a blog on the Blogger format, but there were very few posts. </span></span></div>
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<span style="font-family: sans-serif;"><span style="background-color: white; line-height: 19.1875px;">In the school that I was leaving I had spent the last three years trialing and implementing social media programmes; Facebook, Twitter and Google Plus. With Facebook and Twitter there had been a lot of buy in from the wider school community; Twitter was used for class blogs and cell phone alerts for important and urgent information. Facebook was used for day to day information and updates, more or less a what's happening page. Google Plus was used briefly for the same purpose as Facebook, but I eventually removed the page due to the fact that there was no buy in from parents.</span></span></div>
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<span style="font-family: sans-serif;"><span style="background-color: white; line-height: 19.1875px;"><br /></span></span></div>
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<span style="font-family: sans-serif;"><span style="background-color: white; line-height: 19.1875px;">I saw a real opportunity for introducing a change in mindset at my new school. Previously the only communication between school and home was the newsletter and occasional parent / teacher interviews and discussions. I felt that parents would be hungry for access to information about their children and the school in general, and that the more immediate the access, the better. Social media provides an avenue for sharing the latest information, so I set up Twitter feeds and a Facebook page within the first week of my arrival. I also set up an online Mandarin programme for the senior class on Google Plus. Additionally, I completely revamped the school website using the Google Sites platform.</span></span></div>
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<span style="font-family: sans-serif;"><span style="background-color: white; line-height: 19.1875px;"><br /></span></span></div>
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<span style="font-family: sans-serif;"><span style="background-color: white; line-height: 19.1875px;">To date the use of Facebook, Twitter and Google Plus, for varying purposes, has led to widespread engagement with parents and students. However, we are still at the learning phase, so there will need to be a focus on continually updating content and looking for more innovative ways of using the programmes.</span></span></div>
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<span style="font-family: sans-serif; line-height: 19.1875px;"><b style="background-color: white;">A description of the ecology which identifies the relationships between your change and the wider ecosystem</b></span></div>
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<span style="background-color: white; font-family: sans-serif; line-height: 19.1875px;">Students at school have previously had limited access to social media. Generally, the parent community is such that would adhere to 13+ restrictions set by Facebook and Google. There is certainly a readiness for change with digital technology, which has been demonstrated by student use of Google Plus for an online Mandarin language programme.</span></div>
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<span style="background-color: white; font-family: sans-serif; line-height: 19.1875px;">Teachers have had little input into the Facebook page, and at this stage appear indifferent to it; they haven't yet liked the page, and don't interact through comments to posts. They have supported using Twitter for their class blogs, with posts being done on a fairly regular basis. Professional development has taken place through staff meetings, and implementation of learned skills is a part of the appraisal process. </span></div>
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<span style="background-color: white; font-family: sans-serif; line-height: 19.1875px;">As the principal I have run professional development sessions in all staff meetings. I have also modeled expectations through engaging with parents and students on Facebook and through the class Twitter feed for the new entrant class that I teach once a week. I have also modeled the use of Google Plus through an online programme that I have planned and run in the senior class since the beginning of the term. The board of trustees has used school funds (which are limited in a decile 6 U2 Catholic school) to purchase iPads for each teacher, doing so to ensure that teachers have access to a key resource for effectively using Twitter for class blogs. </span></div>
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<span style="background-color: white; font-family: sans-serif; line-height: 19.1875px;">The parents have quickly embraced Facebook and the cell phone aspect of Twitter. For a relatively small community the number of 'likes' on the Facebook page is high. Feedback on the use of both Facebook and Twitter has been very positive. A next step with be to run a parents evening on the wider uses of Twitter to engage with class pages.</span></div>
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<span style="background-color: white; font-family: sans-serif; line-height: 19.1875px;">At this stage there is no professional ICT learning community / organisation the the school is part of as part of a local cluster. Additionally, I am not aware of any Ministry of Education guidelines around the use of social media in schools.</span></div>
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<span style="font-family: sans-serif;"><span style="background-color: white; line-height: 19.1875px;">As the school principal, along with the board of trustees, we have been clear on working within commercial organisation guidelines around the use of social media programmes in regards to age restrictions. Doing so significantly restricted how the Google Plus online Mandarin programme ran, but we saw this as a necessity in regards to modeling correct practice to students and parents.</span></span></div>
The Small Steps Projecthttp://www.blogger.com/profile/17234062141900374362noreply@blogger.com8tag:blogger.com,1999:blog-5604404762692505595.post-69232074086157001182013-07-19T17:18:00.000-07:002013-07-19T17:18:51.061-07:00Using mindmapsThe link to the mind map You Tube clip didn't work, so I went to You Tube and watched the one that I have embedded below; it may even be the same one. Regardless, it was certainly worth a watch.<br />
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<iframe width="480" height="300" src="//www.youtube.com/embed/L0XzZCd2tPE" frameborder="0" allowfullscreen></iframe>
Interestingly, I decided to use a mind map as I watched (I had a limited understanding on how they work). I found it to be a pretty effective way of taking the notes, the concept really does seem to work, particularly around the linking and prioritizing of ideas.<br />
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It's pretty hard to read my writing, but here's the result.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgtyXEJdE9Fx7w5y7L908MGc0o38A1dtN8hCcVz2i87jC67NqgySCwJwTnWcALPJ44CvrAC5ysQZk2JzwU5lUbMrK34UE107hbFxfLwZ_V-SzgogLqWixklvClRNDA2ENWKa0KZkLkcndFY/s1600/IMG_0943.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgtyXEJdE9Fx7w5y7L908MGc0o38A1dtN8hCcVz2i87jC67NqgySCwJwTnWcALPJ44CvrAC5ysQZk2JzwU5lUbMrK34UE107hbFxfLwZ_V-SzgogLqWixklvClRNDA2ENWKa0KZkLkcndFY/s400/IMG_0943.JPG" width="298" /></a></div>
<br />The Small Steps Projecthttp://www.blogger.com/profile/17234062141900374362noreply@blogger.com0tag:blogger.com,1999:blog-5604404762692505595.post-13231192506424099092013-07-18T03:30:00.001-07:002013-07-18T03:30:53.996-07:00Updated research idea - in more depth<div style="background-color: white; font-family: 'Trebuchet MS', Arial, Helvetica, sans-serif; font-size: 14px; line-height: 19px; margin-bottom: 1em; padding: 0px; text-shadow: rgb(255, 255, 255) 0px 1px 0px;">
I posted my research idea (which I have modified several times) on my blog last week, but not on this forum. Earlier today I was looking at the following as my research topic:</div>
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<em>Can social media be used by school communities to effectively access, create and share content, information, opinions and ideas?</em></div>
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After reading all of the other topics I have decided to narrow it down to:</div>
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<span style="line-height: 1.4;"><i>Is social media and effective means for schools to engage with students and their families?</i></span></div>
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<b><span style="font-family: sans-serif; line-height: 19.1875px;"><br /></span></b>
<b><span style="font-family: sans-serif; line-height: 19.1875px;">WHY</span><span style="background-color: #f6f9ed; font-family: sans-serif; line-height: 19.1875px;"> </span><span style="background-color: #f6f9ed; font-family: sans-serif; line-height: 19.1875px;">did you choose the topic? What interests you about it? Do you have an opinion about the issues involved?</span></b></div>
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<span style="background-color: #f6f9ed; font-family: sans-serif; line-height: 19.1875px;">In my previous school I used Facebook and Twitter for engaging with students and their families. The process for integrating social media was developed over quite a long period of time. I have recently moved to a new school, and in doing so, implemented in a very short period of time (one week) all of the social media initiatives that I had in place at my previous school. I do strongly believe that social media are very effective ways of engaging with students and families.</span></div>
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<span style="background-color: #f6f9ed; font-family: sans-serif; line-height: 19.1875px;"><br /></span></div>
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<b><span style="font-family: sans-serif; line-height: 19.1875px;">WHO</span><span style="background-color: #f6f9ed; font-family: sans-serif; line-height: 19.1875px;"> </span><span style="background-color: #f6f9ed; font-family: sans-serif; line-height: 19.1875px;">are the information providers on this topic? Who might publish information about it? Who is affected by the topic? Do you know of organizations or institutions affiliated with the topic?</span></b></div>
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<span style="font-family: sans-serif; line-height: 19.1875px;">A number of schools are using social media, particularly Facebook and to a lesser extent Twitter. I'm not aware of any schools using Google Plus or Pinterest.</span></div>
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<span style="font-family: sans-serif;"><span style="line-height: 19.1875px;"><br /></span></span><b><span style="font-family: sans-serif; line-height: 19.1875px;">WHAT</span><span style="background-color: #f6f9ed; font-family: sans-serif; line-height: 19.1875px;"> </span><span style="background-color: #f6f9ed; font-family: sans-serif; line-height: 19.1875px;">are the major questions for this topic? Is there a debate about the topic? Are there a range of issues and viewpoints to consider?</span></b><br />
<span style="background-color: #f6f9ed; font-family: sans-serif; line-height: 19.1875px;">A major question could be: how will using social media lead to increased student achievement?</span><br />
<span style="background-color: #f6f9ed; font-family: sans-serif; line-height: 19.1875px;">A significant issue is student access to social media, particularly with age restrictions on primary school students. In a previous course I focused on using Google Plus. The use of the programme was restricted due to none of the students being able to have their own Google Plus accounts, not yet being 13 years of age.</span><br />
<span style="background-color: #f6f9ed; font-family: sans-serif; line-height: 19.1875px;"><br /></span>
<b><span style="font-family: sans-serif; line-height: 19.1875px;">WHERE</span><span style="background-color: #f6f9ed; font-family: sans-serif; line-height: 19.1875px;"> </span><span style="background-color: #f6f9ed; font-family: sans-serif; line-height: 19.1875px;">is your topic important: at the local, national or international level? Are there specific places affected by the topic?</span></b><br />
<span style="background-color: #f6f9ed; font-family: sans-serif; line-height: 19.1875px;">I believe that the topic is important globally; one reason being that a global audience potentially has access to school and student social media posts.</span><br />
<span style="background-color: #f6f9ed; font-family: sans-serif; line-height: 19.1875px;"><br /></span>
<b><span style="font-family: sans-serif; line-height: 19.1875px;">WHEN</span><span style="background-color: #f6f9ed; font-family: sans-serif; line-height: 19.1875px;"> </span><span style="background-color: #f6f9ed; font-family: sans-serif; line-height: 19.1875px;">is/was your topic important? Is it a current event or an historical issue? Do you want to compare your topic by time periods?</span></b><br />
<span style="background-color: #f6f9ed; font-family: sans-serif;"><span style="line-height: 19.1875px;">The topic is a current issue, as social media is a relatively new phenomenon. It's important because it places students and schools on a global stage, sharing and accessing information globally.</span></span></div>
The Small Steps Projecthttp://www.blogger.com/profile/17234062141900374362noreply@blogger.com3tag:blogger.com,1999:blog-5604404762692505595.post-39032701329209311802013-07-13T22:54:00.001-07:002013-09-23T04:13:28.149-07:00Annotated bibliography<span style="background-color: white; font-family: Arial, Helvetica, sans-serif;"><a href="http://search.informit.com.au.ezproxy.canterbury.ac.nz/documentSummary;dn=201983964453764;res=IELHSS">Roberts, Louise. Creating online communities for collaborative learning Twitter, Google and Ning [online]. <u>Idiom</u>, Vol. 48, No. 3, 2012: 12-15. Availability:<span style="text-decoration: underline;"><http://search.informit.com.au/documentSummary;dn=201983964453764;res=IELHSS></span> ISSN: 0046-8568. [cited 16 Sep 13].</a></span><br />
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<span style="background-color: white; line-height: 15.59375px;"><span style="font-family: Arial, Helvetica, sans-serif;"><a href="http://gr2tq4rz9x.search.serialssolutions.com/?ctx_ver=Z39.88-2004&ctx_enc=info%3Aofi%2Fenc%3AUTF-8&rfr_id=info:sid/summon.serialssolutions.com&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.atitle=The+effect+of+Twitter+on+college+student+engagement+and+grades&rft.jtitle=Journal+of+Computer+Assisted+Learning&rft.au=Junco%2C+R&rft.au=Heiberger%2C+G&rft.au=Loken%2C+E&rft.date=2011-04-01&rft.pub=Blackwell+Publishing+Ltd&rft.issn=0266-4909&rft.eissn=1365-2729&rft.volume=27&rft.issue=2&rft.spage=119&rft.epage=132&rft_id=info:doi/10.1111%2Fj.1365-2729.2010.00387.x&rft.externalDocID=JCAL387&paramdict=en-US">Junco, R., Heiberger, G. and Loken, E. (2011), The effect of Twitter on college student engagement and grades. Journal of Computer Assisted Learning, 27: 119–132. doi: 10.1111/j.1365-2729.2010.00387.x</a></span></span><br />
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<span style="background-color: white; font-family: Arial, Helvetica, sans-serif;"><span style="line-height: 15.59375px;"><a href="http://gr2tq4rz9x.search.serialssolutions.com/?ctx_ver=Z39.88-2004&ctx_enc=info%3Aofi%2Fenc%3AUTF-8&rfr_id=info:sid/summon.serialssolutions.com&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.atitle=Designing+and+evaluating+social+media+for+learning%3A+shaping+social+networking+into+social+learning%3F&rft.jtitle=Journal+of+Computer+Assisted+Learning&rft.au=Ravenscroft%2C+A&rft.au=Warburton%2C+S&rft.au=Hatzipanagos%2C+S&rft.au=Conole%2C+G&rft.date=2012-06-01&rft.pub=Blackwell+Publishing+Ltd&rft.issn=0266-4909&rft.eissn=1365-2729&rft.volume=28&rft.issue=3&rft.spage=177&rft.epage=182&rft_id=info:doi/10.1111%2Fj.1365-2729.2012.00484.x&rft.externalDocID=JCAL484&paramdict=en-US">Ravenscroft, A., Warburton, S., Hatzipanagos, S. and Conole, G. (2012), Designing and evaluating social media for learning: shaping social networking into social learning?. Journal of Computer Assisted Learning, 28: 177–182. doi: 10.1111/j.1365-2729.2012.00484.x</a></span></span><br />
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<span style="background-color: white; font-family: Arial, Helvetica, sans-serif;"><a href="http://search.proquest.com.ezproxy.canterbury.ac.nz/docview/1021412143"><span style="color: #4c4c4c; line-height: 16.796875px; text-indent: -30px;">Bennett, D. (2012). Learning with social media.</span><i style="color: #4c4c4c; line-height: 16.796875px; text-indent: -30px;"> Healthcare Traveler, </i><i style="color: #4c4c4c; line-height: 16.796875px; text-indent: -30px;">19</i><span style="color: #4c4c4c; line-height: 16.796875px; text-indent: -30px;">(12), 4. Retrieved from http://search.proquest.com.ezproxy.canterbury.ac.nz/docview/1021412143?accountid=14499</span></a></span><br />
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<a href="http://gr2tq4rz9x.search.serialssolutions.com/?ctx_ver=Z39.88-2004&ctx_enc=info%3Aofi%2Fenc%3AUTF-8&rfr_id=info:sid/summon.serialssolutions.com&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.atitle=Social+Learning&rft.jtitle=Collector&rft.au=Megan+Appleby&rft.date=2013-05-01&rft.pub=ACA+International&rft.issn=0010-082X&rft.volume=78&rft.issue=10&rft.spage=54&rft.externalDocID=2973400731&paramdict=en-US"><span style="color: #333333; font-family: Tahoma, Verdana, Arial, sans-serif; font-size: 12px; line-height: 16px;">Appleby, M. (2013). Social Learning. </span><i style="border: 0px; color: #333333; font-family: Tahoma, Verdana, Arial, sans-serif; font-size: 12px; line-height: 16px; margin: 0px; outline: 0px; padding: 0px; vertical-align: baseline;">Collector (0010082X)</i><span style="color: #333333; font-family: Tahoma, Verdana, Arial, sans-serif; font-size: 12px; line-height: 16px;">, </span><i style="border: 0px; color: #333333; font-family: Tahoma, Verdana, Arial, sans-serif; font-size: 12px; line-height: 16px; margin: 0px; outline: 0px; padding: 0px; vertical-align: baseline;">78</i><span style="color: #333333; font-family: Tahoma, Verdana, Arial, sans-serif; font-size: 12px; line-height: 16px;">(10), 54-55.</span></a><br />
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<a href="http://search.proquest.com.ezproxy.canterbury.ac.nz/docview/1331594111"><span style="background-color: white; color: #4c4c4c; font-family: verdana, arial, helvetica; font-size: 12px; line-height: 16.796875px; text-indent: -30px;">Walaski, P. (2013). Social media.</span><i style="background-color: white; color: #4c4c4c; font-family: verdana, arial, helvetica; font-size: 12px; line-height: 16.796875px; text-indent: -30px;"> Professional Safety, </i><i style="background-color: white; color: #4c4c4c; font-family: verdana, arial, helvetica; font-size: 12px; line-height: 16.796875px; text-indent: -30px;">58</i><span style="background-color: white; color: #4c4c4c; font-family: verdana, arial, helvetica; font-size: 12px; line-height: 16.796875px; text-indent: -30px;">(4), 40-49. Retrieved from http://search.proquest.com.ezproxy.canterbury.ac.nz/docview/1331594111?accountid=14499</span></a><br />
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<span style="background-color: white; color: #403838; font-family: Arial, Helvetica, sans-serif; line-height: inherit;"><a href="http://jmd.sagepub.com/content/33/2/183">Is Twitter for the Birds?</a></span><br />
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<span style="background-color: white;"><a href="http://gr2tq4rz9x.search.serialssolutions.com/?ctx_ver=Z39.88-2004&ctx_enc=info%3Aofi%2Fenc%3AUTF-8&rfr_id=info:sid/summon.serialssolutions.com&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.atitle=Enhance+Your+Twitter+Experience&rft.jtitle=Learning+%26+Leading+with+Technology&rft.au=Miller%2C+Shannon+McClintock&rft.date=2010&rft.pub=International+Society+for+Technology+in+Education&rft.issn=1082-5754&rft.eissn=1945-080X&rft.volume=37&rft.issue=8&rft.spage=14&rft.epage=17&rft.externalDocID=EJ886990&paramdict=en-US"><span style="color: #333333; font-family: Tahoma, Verdana, Arial, sans-serif; font-size: 12px; line-height: 16px;">Miller, S. (2010). Enhance Your Twitter Experience. </span><i style="border: 0px; color: #333333; font-family: Tahoma, Verdana, Arial, sans-serif; font-size: 12px; line-height: 16px; margin: 0px; outline: 0px; padding: 0px; vertical-align: baseline;">Learning & Leading With Technology</i><span style="color: #333333; font-family: Tahoma, Verdana, Arial, sans-serif; font-size: 12px; line-height: 16px;">, </span><i style="border: 0px; color: #333333; font-family: Tahoma, Verdana, Arial, sans-serif; font-size: 12px; line-height: 16px; margin: 0px; outline: 0px; padding: 0px; vertical-align: baseline;">37</i><span style="color: #333333; font-family: Tahoma, Verdana, Arial, sans-serif; font-size: 12px; line-height: 16px;">(8), 14-17.</span></a></span><br />
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<span style="font-size: small;"><a href="http://jmd.sagepub.com.ezproxy.canterbury.ac.nz/content/33/2/193">Using Twitter as a Pedagogical Tool</a></span></h2>
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<span style="background-color: white; font-family: Arial, 'Lucida Grande', Geneva, Verdana, Helvetica, 'Lucida Sans Unicode', sans-serif; font-size: 12px; line-height: 15.59375px;"><a href="http://gr2tq4rz9x.search.serialssolutions.com/?ctx_ver=Z39.88-2004&ctx_enc=info%3Aofi%2Fenc%3AUTF-8&rfr_id=info:sid/summon.serialssolutions.com&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.atitle=The+effect+of+Twitter+on+college+student+engagement+and+grades&rft.jtitle=Journal+of+Computer+Assisted+Learning&rft.au=Junco%2C+R&rft.au=Heiberger%2C+G&rft.au=Loken%2C+E&rft.date=2011-04-01&rft.pub=Blackwell+Publishing+Ltd&rft.issn=0266-4909&rft.eissn=1365-2729&rft.volume=27&rft.issue=2&rft.spage=119&rft.epage=132&rft_id=info:doi/10.1111%2Fj.1365-2729.2010.00387.x&rft.externalDocID=JCAL387&paramdict=en-US">Junco, R., Heiberger, G. and Loken, E. (2011), The effect of Twitter on college student engagement and grades. Journal of Computer Assisted Learning, 27: 119–132. doi: 10.1111/j.1365-2729.2010.00387.x</a></span></div>
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<span style="background-color: white; color: #403838; font-family: Arial, Helvetica, sans-serif; line-height: inherit;"><a href="http://top.sagepub.com.ezproxy.canterbury.ac.nz/content/39/4/268">Using Twitter to Reinforce Classroom Concepts</a></span></div>
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<span style="background-color: white; font-family: Arial; font-size: 16px; font-weight: bold; line-height: 1.15; white-space: pre-wrap;">R. Havelock & J. Hamilton (2004). Guiding Change in Special Education: How to Help Schools with New Ideas and Practices. Thousand Oaks, CA: Corwin Press</span><br />
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<a href="http://learn.canterbury.ac.nz/mod/page/view.php?id=93156" style="text-decoration: none;"><span style="background-color: white; color: black; font-family: Arial; font-size: 16px; font-style: normal; font-variant: normal; font-weight: bold; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">http://learn.canterbury.ac.nz/mod/page/view.php?id=93156</span></a></div>
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<span style="background-color: white; color: black; font-family: Arial; font-size: 16px; font-style: normal; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Description</span></div>
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<span style="background-color: white; color: black; font-family: Arial; font-size: 16px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">A seven stage problem-solving cycle, summarized by seven verbs (forming the acronym CREATER):</span></div>
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<span style="background-color: white; color: black; font-family: 'Times New Roman'; font-size: 16px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> </span></div>
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<span style="background-color: white; color: black; font-family: Arial; font-size: 16px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Care - something is wrong and needs to change.</span></div>
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<span style="background-color: white; color: black; font-family: Arial; font-size: 16px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Relate - whose concern? Who are the key stakeholders? How do we relate to them?</span></div>
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<span style="background-color: white; color: black; font-family: Arial; font-size: 16px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Examine - how do we define the concern as a solvable problem?</span></div>
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<span style="background-color: white; color: black; font-family: Arial; font-size: 16px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Acquire - getting access to the resources needed for change.</span></div>
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<li dir="ltr" style="color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; list-style-type: decimal; text-decoration: none; vertical-align: baseline;"><div dir="ltr" style="line-height: 1.15; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: white; color: black; font-family: Arial; font-size: 16px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Try - a trial to begin a participative process of using the assembled resources at hand to choose and shape the change.</span></div>
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<span style="background-color: white; color: black; font-family: Arial; font-size: 16px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Extend - extend the acceptance and adoption of the new program throughout the system.</span></div>
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<span style="background-color: white; color: black; font-family: Arial; font-size: 16px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Renew - keeping it going, sustaining commitment, keeping it fresh and relevant.</span></div>
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<span style="background-color: white; color: black; font-family: Arial; font-size: 16px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> </span></div>
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<span style="background-color: white; color: black; font-family: Arial; font-size: 16px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Although they are presented as a sequence, each stage is relevant throughout a change process. They build on one another, depend on one another, and connect to one another in many ways, even though they are also conceptually distinct.</span></div>
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<span style="background-color: white; color: black; font-family: Arial; font-size: 16px; font-style: normal; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Evaluation</span></div>
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<span style="background-color: white; color: black; font-family: Arial; font-size: 16px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">The value of this model is in the cycle, similar to an inquiry cycle that can be used for self-review in schools.. It goes beyond simply implementing change to looking at change and ensuring that it is sustainable. Additionally, there is a clear sequence in the process, with each step building on what has happened before, providing structure for a change team to work through in implementing any new initiative. Finally, the process ensures that adequate resources, trialing and buy in from those affected by change addressed. </span></div>
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<a href="http://www.ascilite.org.au/ajet/ajet27/shroff.html" style="background-color: white; text-decoration: none;"><span style="color: black; font-family: Arial; font-size: 16px; font-style: normal; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Shroff, R. H., Deneen, C. D. & Ng, E. M. W. (2011). Analysis of the technology acceptance model in examining students’ behavioural intention to use an e-portfolio system. </span><span style="color: black; font-family: Arial; font-size: 16px; font-style: italic; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Australasian Journal of Educational Technology</span><span style="color: black; font-family: Arial; font-size: 16px; font-style: normal; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">, 27(4), 600-618</span></a></div>
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<span style="background-color: white; color: black; font-family: Arial; font-size: 16px; font-style: normal; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> </span></div>
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<span style="background-color: white; color: black; font-family: Arial; font-size: 16px; font-style: normal; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Description</span></div>
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<span style="background-color: white; color: black; font-family: Arial; font-size: 16px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">The objective of this study highlighted in the article is the use the Technology Acceptance Model (TAM) to examine the relationship of students' behavioural intention to use (BIU) an e-portfolio system with selected factors of:</span></div>
<b id="docs-internal-guid--fa8337b-9643-8067-8d95-74ddcfd99e64" style="background-color: white; font-weight: normal;"><br /><span style="color: black; font-family: Arial; font-size: 16px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"></span></b>
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<span style="background-color: white; color: black; font-family: Arial; font-size: 16px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">perceived usefulness (PU),</span></div>
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<span style="background-color: white; color: black; font-family: Arial; font-size: 16px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">perceived ease of use (PEOU),</span></div>
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<span style="background-color: white; color: black; font-family: Arial; font-size: 16px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">and attitude towards usage (ATU), and develop a general model of e-portfolio acceptance. </span></div>
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<b style="background-color: white; font-weight: normal;"><br /><span style="color: black; font-family: Arial; font-size: 16px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"></span></b>
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<span style="background-color: white; color: black; font-family: Arial; font-size: 16px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Working through the TAM model, the research found the following factors in relation to the use of e-portfolios by the students in the study:</span></div>
<b style="background-color: white; font-weight: normal;"><br /><span style="color: black; font-family: Arial; font-size: 16px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"></span></b>
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<li dir="ltr" style="color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; list-style-type: decimal; text-decoration: none; vertical-align: baseline;"><div dir="ltr" style="line-height: 1.15; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: white; color: black; font-family: Arial; font-size: 16px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">When students perceive the e-portfolio system as one that is useful and easy to use, then they may have a positive attitude towards using the system.</span></div>
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<li dir="ltr" style="color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; list-style-type: decimal; text-decoration: none; vertical-align: baseline;"><div dir="ltr" style="line-height: 1.15; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: white; color: black; font-family: Arial; font-size: 16px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">When students perceive the e-portfolio system as one that is easy to use, then they may have a positive attitude towards the usefulness of the system.</span></div>
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<li dir="ltr" style="color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; list-style-type: decimal; text-decoration: none; vertical-align: baseline;"><div dir="ltr" style="line-height: 1.15; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: white; color: black; font-family: Arial; font-size: 16px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">When students have a positive attitude towards the system, they may use the system frequently and intensively and may have a favourable intention towards using the system.</span></div>
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<li dir="ltr" style="color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; list-style-type: decimal; text-decoration: none; vertical-align: baseline;"><div dir="ltr" style="line-height: 1.15; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: white; color: black; font-family: Arial; font-size: 16px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Users may use a technology even if they do not have a positive attitude towards it as long as it is perceived to be useful or easy to use.</span></div>
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<span style="background-color: white; color: black; font-family: Arial; font-size: 16px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> </span></div>
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<span style="background-color: white; color: black; font-family: Arial; font-size: 16px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">The TAM is used in the research for its robustness in predicting technology adoption in various contexts and with a variety of technologies. Use of the TAM is predicated on individuals having control over whether or not they use the system; appropriate in this case with the focus on students acceptance of the use of e-portfolio systems.</span></div>
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<span style="background-color: white; color: black; font-family: Arial; font-size: 16px; font-style: normal; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> </span></div>
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<span style="background-color: white; color: black; font-family: Arial; font-size: 16px; font-style: normal; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Evaluation</span></div>
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<span style="background-color: white; color: black; font-family: Arial; font-size: 16px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">A strength of the research is the fact that the article identifies and acknowledges limitation of the study. In doing so, it determines strategies for addressing the areas of highlighted weaknesses in the research. The paper also identifies areas for future research around the area of the use of e-portfolios.</span></div>
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<span style="background-color: white; color: black; font-family: Arial; font-size: 16px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">The paper clearly outlines four hypotheses that are the basis of the research, then presents the strategies used to test each hypothesis. The paper concludes with discussion and conclusions based around the research findings, as identified in the above description. </span></div>
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<span style="background-color: white; color: black; font-family: Arial; font-size: 16px; font-style: normal; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> </span></div>
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<span style="background-color: white;"><span style="color: black; font-family: Arial; font-size: 16px; font-style: normal; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Sugar, W., Crawley, F. & Fine, B. (2004). Examining teachers' decisions to adopt new technology. </span><span style="color: black; font-family: Arial; font-size: 16px; font-style: italic; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Educational Technology and Society,</span><span style="color: black; font-family: Arial; font-size: 16px; font-style: normal; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> 7(4), 201-213.</span></span></div>
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<a href="http://www.ifets.info/journals/7_4/19.pdf" style="text-decoration: none;"><span style="background-color: white; color: black; font-family: Arial; font-size: 16px; font-style: normal; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">http://www.ifets.info/journals/7_4/19.pdf</span></a></div>
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<span style="background-color: white; color: black; font-family: Arial; font-size: 16px; font-style: normal; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> </span></div>
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<span style="background-color: white; color: black; font-family: Arial; font-size: 16px; font-style: normal; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Description</span></div>
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<span style="background-color: white; color: black; font-family: Arial; font-size: 16px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">This study examines technology adoption through the theory of reasoned action (TRA) model. Underlying the TRA model is the assumption that the behaviour of interest is volitional, completely under the individual’s control. Research findings indicate that teachers technology adoption decisions are influenced by their individual attitudes towards the technology. External support from what could be expected to be influential people and professional development programmes were insignificant factors affecting teachers’ technology adoption decisions. A starting point for schools and providers of educational software should be to work closely with teachers around their feelings, opinions and beliefs around technology adoption. </span></div>
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<span style="background-color: white; color: black; font-family: Arial; font-size: 16px; font-style: normal; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Evaluation</span></div>
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<span style="background-color: white; color: black; font-family: Arial; font-size: 16px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">The value of this reading is that it offers a perspective that I have not seen in any other reading; this being that the key factor in the implementation of new technology and ICT is the attitude and belief that teachers have towards the technology. This gives the impression that the starting point in successful implementation needs to be around working with teachers to examine, and, if necessary, work towards changing the belief. A further valuable consideration that the research brings to light is the role that teachers could have in selecting technology for adoption, as opposed to it being a purely managerial or administrative decision; with doing so overcoming the need to change the beliefs of teachers due to their involvement in the process.</span></div>
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<span style="background-color: white; color: black; font-family: Arial; font-size: 16px; font-style: normal; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> </span></div>
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<span style="background-color: white; color: black; font-family: Arial; font-size: 16px; font-style: normal; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Robinson, L. (2009) A summary of Diffusion of Innovations. Published by Enabling Change.</span></div>
<b style="background-color: white; font-weight: normal;"><br /><span style="color: black; font-family: Arial; font-size: 16px; font-style: normal; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"></span></b>
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<span style="background-color: white; color: black; font-family: Arial; font-size: 16px; font-style: normal; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Description</span></div>
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<span style="background-color: white; color: black; font-family: Arial; font-size: 16px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Diffusion in innovation is how innovation is taken up in a population; it offers three valuable insights into the process of social change: what qualities make an innovation spread successfully; the importance of peer-peer conversations and peer networks; and understanding the needs of different user segments. In this change model, it’s the innovation that changes to suit the people. Five factors that determine the success of an innovation: relative advantage; compatibility with existing values and practices; simplicity and ease of use; trialability; and observable results. Reinvention is a key principle of this theory - how well the innovation evolves to meet the diverse needs of users. It’s conversations that spread adoption of new innovations; those we know and trust are likely to encourage us to adopt, although early adopters are an exception to this rule, often because they have less to lose. The population can be broken down into five different levels in terms of adoption: innovators, early adopters, early majorities, late majorities and laggards. These groups are static; the innovation needs to adopt to each group. A key factor to consider when introducing a new innovation is how many have already taken it up; this gives you an idea of your next step. </span></div>
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<span style="background-color: white; color: black; font-family: Arial; font-size: 16px; font-style: normal; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> </span></div>
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<span style="background-color: white; color: black; font-family: Arial; font-size: 16px; font-style: normal; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Evaluation</span></div>
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<span style="background-color: white;"><span style="color: black; font-family: Arial; font-size: 16px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Insights for this article have been tested in thousands of research studies and field tests, giving them reliability and credibility. The article outlines the three key factors in the process of Diffusion of Innovation. From here it take the three factors and breaks them down further, explaining key concepts for each factor, supported with research and clear diagrams to emphasise key points. The structure of the article makes it very usable and potentially applicable for my own research purposes; I can see how it could be related to my focus; ‘</span><span style="color: black; font-family: Arial; font-size: 16px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Is social media and effective means for schools to engage with students and their families?’</span><span style="color: black; font-family: Arial; font-size: 16px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> </span></span></div>
<b style="background-color: white; font-weight: normal;"><br /><span style="color: black; font-family: Arial; font-size: 16px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"></span></b>
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<a href="http://gr2tq4rz9x.search.serialssolutions.com/?ctx_ver=Z39.88-2004&ctx_enc=info%3Aofi%2Fenc%3AUTF-8&rfr_id=info:sid/summon.serialssolutions.com&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.atitle=Applying+the+Concerns-based+Adoption+Model+to+Research+on+Computers+in+Classrooms&rft.jtitle=Journal+of+Research+on+Technology+in+Education&rft.au=Newhouse%2C+C.+Paul&rft.date=2001&rft.issn=0888-6504&rft.volume=33&rft.issue=5&rft.externalDocID=EJ635507&paramdict=en-US" style="background-color: white; text-decoration: none;"><span style="color: black; font-family: Arial; font-size: 16px; font-style: normal; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Newhouse, C. (2001). Applying the Concerns-Based Adoption Model to Research on Computers in Classrooms. </span><span style="color: black; font-family: Arial; font-size: 16px; font-style: italic; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Journal Of Research On Computing In Education</span><span style="color: black; font-family: Arial; font-size: 16px; font-style: normal; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">, </span><span style="color: black; font-family: Arial; font-size: 16px; font-style: italic; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">33</span><span style="color: black; font-family: Arial; font-size: 16px; font-style: normal; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">(5), 1-21.</span></a></div>
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<span style="background-color: white; color: black; font-family: Arial; font-size: 16px; font-style: normal; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> </span></div>
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<span style="background-color: white; color: black; font-family: Arial; font-size: 16px; font-style: normal; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Description</span></div>
<div dir="ltr" style="line-height: 1.15; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: white; color: #333333; font-family: Arial; font-size: 16px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">The study looks at the use of the C-BAM model, discussing the three key dimensions: stages of concern (SoC); levels of use (LoU); and innovation configuration (IC). These were looked at to gain a greater understanding of the implementation of computers in schools, particularly the use of mobile computers in a secondary school in Western Australian. CBAM is an effective model for explaining and understanding the actions of teachers in change around ICT. Additionally, CBAM is effective in developing a plan for effective ICT implementation, including effective professional development. Two dimensions, SoC and LoC are broken down into levels of concern, ranging from awareness and non-use at the lowest level, through to refocusing, integration and renewal at the highest level. </span></div>
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<span style="background-color: white; color: black; font-family: Arial; font-size: 16px; font-style: normal; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> </span></div>
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<span style="background-color: white; color: black; font-family: Arial; font-size: 16px; font-style: normal; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Evaluation</span></div>
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<span style="background-color: white; color: black; font-family: Arial; font-size: 16px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">The research is useful as it outlines the effective implementation of CBAM, looking specifically at the three stages of the process in a broad sense, then in one particular programme ICT implementation. The process is clearly explained, with details on strategies at each dimension of the CBAM process. Although I won’t go into the same levels of detail for my own research, I can see how aspects of the process outlined here will be beneficial in my own investigations, particularly the questionnaires and checklists used to gather information.</span></div>
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<span style="background-color: white; color: black; font-family: Arial; font-size: 16px; font-style: normal; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> </span></div>
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<span style="background-color: white;"><span style="color: black; font-family: Arial; font-size: 16px; font-style: normal; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Evans, L. and Chauvin, S. 1993. Faculty Developers as Change Facilitators: The Concerns-Based Adoption Model. </span><span style="color: black; font-family: Arial; font-size: 16px; font-style: italic; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">To Improve the Academy</span><span style="color: black; font-family: Arial; font-size: 16px; font-style: normal; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">. Paper 278. (Hosted by The Digital Commons, University of Nebraska - Lincoln)</span></span></div>
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<span style="background-color: white; color: black; font-family: 'Times New Roman'; font-size: 16px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> </span></div>
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<span style="background-color: white; color: black; font-family: Arial; font-size: 16px; font-style: normal; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Description</span></div>
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<span style="background-color: white; color: black; font-family: Arial; font-size: 16px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Understanding factors affecting planned change are likely to lead to successful long term change, rather than short lived change practice. The change focus is shifting from the outcome to the process of change. As individuals work through the change process they will alter their way of thinking and doing. Understanding individuals’ reaction to change is likely to help in implementing long term change. There are gradual steps to work through in the change process; it is not simply an event. Concerns about change are common to all of us. C-BAM highlights seven stages of concern; individuals can be at any point on the continuum, with facilitators needing to know where individuals sit. Initial concerns are around self; but as individuals become more confident the concerns are around the impact of the innovation. The change facilitator needs to be skilled at assessing the concern of individuals, for which three methods for doing so are described. Once the level of concern has been identified, interventions need to be put in place to address the concerns. Interventions at three stages of concern are highlighted. The reading finishes with three examples of the C-BAM being implemented, ranging from small scale to a large scale application in a state university.</span></div>
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<span style="background-color: white; color: black; font-family: 'Times New Roman'; font-size: 16px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> </span></div>
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<span style="background-color: white; color: black; font-family: Arial; font-size: 16px; font-style: normal; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Evaluation</span></div>
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<span style="background-color: white; color: black; font-family: Arial; font-size: 16px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">The reading introduces research from a range of sources to support the information on the concerns-based adoption model for change, adding validity to the reading. Additionally the paper has been accepted for inclusion in To Improve the Academy by an authorized administrator of DigitalCommons@University of Nebraska - Lincoln. The paper clearly describes the levels of concern in the C-BAM, and then offers practical strategies for change facilitators to identify levels of concerns of individuals, following up with interventions to address the concerns. The paper is very useful for my research, as it clearly outlines a process that I will focus on for my own question; with a planned process being something I haven't used in the past for changes that I have introduced, including the change around the question for my own research.</span></div>
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<span style="background-color: white; color: black; font-family: 'Times New Roman'; font-size: 16px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> </span></div>
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<span style="background-color: white;"><span style="color: black; font-family: Arial; font-size: 16px; font-style: normal; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Sherry, L., & Gibson, D. (2002). The path to teacher leadership in educational technology. </span><span style="color: black; font-family: Arial; font-size: 16px; font-style: italic; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Contemporary Issues in Technology and Teacher Education</span></span></div>
<b style="background-color: white; font-weight: normal;"><br /><span style="color: black; font-family: Arial; font-size: 16px; font-style: italic; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"></span></b>
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<span style="background-color: white; color: black; font-family: Arial; font-size: 16px; font-style: normal; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Description</span></div>
<div dir="ltr" style="line-height: 1.15; margin-bottom: 0pt; margin-left: -1pt; margin-top: 0pt;">
<span style="background-color: white; color: black; font-family: Arial; font-size: 16px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Access to infrastructure and hardware does not mean increased use by teachers. When technology is used, it may be to simply sustain current practice. Slow uptake of new technology can be due to a combination of technological, individual, organizational, and instructional factors. For successful implementation fundamental changes would need to school organisation, time allocation, and how teachers are prepared. There are two fundamental limitations to the tradition change models. A new model needs to address the limitations of the traditional models. LAT model is a four stage approach for teachers. Given adequate training, mentoring, access, and technical support, teachers tend to be more willing to move to the next phase at which they become co learners and co explorers with their students. A fifth stage - learner as leader developed. Schools fall short when spending on training falls short of spending on hardware, etc. The paper goes on to describe the three factors required for systematic sustainability.</span></div>
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<span style="background-color: white; color: black; font-family: Arial; font-size: 16px; font-style: normal; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> </span></div>
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<span style="background-color: white; color: black; font-family: Arial; font-size: 16px; font-style: normal; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Evaluation</span></div>
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<span style="background-color: white; color: black; font-family: Arial; font-size: 16px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">The article identifies the common practice of over resourcing and under preparing teachers for the implementation of ICT. Systematic and logical systems are described that will effectively address the poor implementation process; these systems follow a clear progression that see teachers moving from novice to expert. Once systems are in place the issue of sustainability is also addressed, a key factor in my topic of research around the implementation and continual use of social media.</span></div>
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<span style="background-color: white; color: black; font-family: 'Times New Roman'; font-size: 16px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> </span></div>
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<a href="http://gr2tq4rz9x.search.serialssolutions.com/?ctx_ver=Z39.88-2004&ctx_enc=info%3Aofi%2Fenc%3AUTF-8&rfr_id=info:sid/summon.serialssolutions.com&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.atitle=Face+to+Facebook%3A+Social+Media+and+the+Learning+and+Teaching+Potential+of+Symmetrical%2C+Synchronous+Communication&rft.jtitle=Journal+of+University+Teaching+and+Learning+Practice&rft.au=VanDoorn%2C+George&rft.au=Eklund%2C+Antoinette+A&rft.date=2013&rft.pub=University+of+Wollongong&rft.issn=1449-9789&rft.eissn=1449-9789&rft.volume=10&rft.issue=1&rft.externalDocID=EJ1005279&paramdict=en-US" style="background-color: white; text-decoration: none;"><span style="color: black; font-family: Arial; font-size: 16px; font-style: normal; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">VanDoorn, G., & Eklund, A. A. (2013). Face to Facebook: Social media and the learning and teaching potential of symmetrical, sychronous communication. </span><span style="color: black; font-family: Arial; font-size: 16px; font-style: italic; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Journal Of University Teaching & Learning Practice</span><span style="color: black; font-family: Arial; font-size: 16px; font-style: normal; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">, </span><span style="color: black; font-family: Arial; font-size: 16px; font-style: italic; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">10</span><span style="color: black; font-family: Arial; font-size: 16px; font-style: normal; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">(1), 1-14.</span></a></div>
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<span style="background-color: white; color: black; font-family: Arial; font-size: 16px; font-style: normal; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> </span></div>
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<span style="background-color: white; color: black; font-family: Arial; font-size: 16px; font-style: normal; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Description</span></div>
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<span style="background-color: white; color: black; font-family: Arial; font-size: 16px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Facetime has the potential to increase social connectedness, with so many students already spending a lot of time ‘plugged in’. The challenge of educators is how to use social media to increase learning outcomes. Facebook offers distance students the opportunity for real time chat with teachers. Some research has stated the computer mediated communication is essential in the delivery of programmes to today’s net generation students, suggesting the students will flourish in this type of learning environment. However, a concern is pandering to the immediacy requirements of today’s students, with this being reinforced by the use of tools like Facebook. Conversely, there is the argument that instant feedback is the best feedback. Computer mediated communication (CMC) allows the student to engage directly with the educator. Whereas there is 80% communication from the teacher, this lessens to 10-15% in a CMC environment.</span></div>
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<span style="background-color: white; color: black; font-family: Arial; font-size: 16px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">All students rated Facebook as very useful as a tool for contacting their teacher, believing the teacher was able to provide adequate answers to questions through CMC. All students though Facebook was an appropriate teaching tool, appreciating the rapid turnaround of information.</span></div>
<b style="background-color: white; font-weight: normal;"><br /><span style="color: black; font-family: Arial; font-size: 16px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"></span></b>
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<span style="background-color: white; color: black; font-family: Arial; font-size: 16px; font-style: normal; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Evaluation</span></div>
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<span style="background-color: white; color: black; font-family: Arial; font-size: 16px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">A very useful article in relation to my research on using social media to engage students and families. The article highlights many key benefits in the use of social media, specifically Facebook, as an effective CMC tool. The research identifies why students were so engaged with CMC through Facebook, with these ideas relating back to effective teaching practice, particularly around the immediacy of feedback and the fact that students had regular access to their teacher on a one to one basis, regardless of location.</span></div>
<b style="background-color: white; font-weight: normal;"><br /><span style="color: black; font-family: Arial; font-size: 16px; font-style: normal; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"></span></b>
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<span style="background-color: white; color: black; font-family: Arial; font-size: 16px; font-style: normal; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Pluss, Martin. January 2011: Learning Using Twitter [online]. Geography Bulletin, Vol. 43, No. 2, 2011: 16-18.</span></div>
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<span style="background-color: white; color: black; font-family: Arial; font-size: 16px; font-style: normal; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> </span></div>
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<span style="background-color: white; color: black; font-family: Arial; font-size: 16px; font-style: normal; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Description</span></div>
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<span style="background-color: white; color: black; font-family: Arial; font-size: 16px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">This article looks at how Twitter is a useful and viable means for communicating with students during school and annual holidays, highlighting the importance of doing so due to the fact the many significant events take place when students aren't at school. The article also looks at the development of Twitter, from being random and generalist to more structured and informative. It goes on to discuss how Twitter is a means of seeing the evolution of an event, then once the event has run it's course how Twitter can be used to reflect upon what has taken place. Additionally, as Twitter is not always reliable, it offers students an opportunity to assess information; what is accurate and what isn't? A final comment is that teachers are not yet learning the value of social media, primarily because they don't see how it can be used.</span></div>
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<span style="background-color: white; color: black; font-family: Arial; font-size: 16px; font-style: normal; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Evaluation</span></div>
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<span style="background-color: white; color: black; font-family: Arial; font-size: 16px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Through the use of Twitter the school year can go beyond the parameters of school terms, into the holiday periods. Students have the skills and knowledge to use social media tools, such as Facebook and Twitter. Teachers now need to take this prior knowledge to complement and build on current teaching and learning practice. Other organisations are doing so, such as the media. Education also relies on access to information, so we, as teachers, have a vested interest in using social media as a means of acquiring and sharing information. This will require a major shift in thinking, as social media is still a relatively new phenomenon.</span></div>
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<span style="background-color: white; color: black; font-family: Arial; font-size: 16px; font-style: normal; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> </span></div>
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<span style="background-color: white;"><span style="color: black; font-family: Arial; font-size: 16px; font-style: normal; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Mercer, A. (2011). Learning Takes Flight with Twitter. </span><span style="color: black; font-family: Arial; font-size: 16px; font-style: italic; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Canadian Music Educator / Musicien Educateur Au Canada</span><span style="color: black; font-family: Arial; font-size: 16px; font-style: normal; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">, </span><span style="color: black; font-family: Arial; font-size: 16px; font-style: italic; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">53</span><span style="color: black; font-family: Arial; font-size: 16px; font-style: normal; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">(1), 35.</span></span></div>
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<span style="background-color: white; color: black; font-family: Arial; font-size: 16px; font-style: normal; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Description</span></div>
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<span style="background-color: white; color: black; font-family: Arial; font-size: 16px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Twitter is an effective way of getting information out to a lot of people, regardless of which platform they are on. Because of the 140 character limit authors are required to keep their comments brief. Anyone can follow a Twitter feed, but there are options to the writer to restrict access to tweets (Twitter posts). Twitter can be accessed and used, whether creating or consuming, through a browser or through one of numerous apps; tweets can even be followed through text messaging. A strength of Twitter is that it can be used to get information out to a large group of people with relative ease. Twitter can be used as a means of students interacting with each other through following a discussion tweet, then sharing their ideas and opinions through comments.</span></div>
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<span style="background-color: white; color: black; font-family: Arial; font-size: 16px; font-style: normal; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Evaluation</span></div>
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<span style="background-color: white; color: black; font-family: Arial; font-size: 16px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">The cross platform usability of Twitter makes it an effective tool in a wider school community, as it is highly likely that there will be a range of devices used within that community, from desktop computers through to inexpensive cellphones. This allows for a potentially wide audience to have access to whatever information the school is aiming to share. The fact that tweets are limited to 140 characters makes the writing of tweets by students a lot less onerous that, for example, a blog post might be. Students need to select their words carefully, making the most of the characters that they have available. The accessibility of tweets through cellphones makes Twitter a very effective tool for sharing urgent information; parents caregivers may not have their computers with them, but wherever they are they are likely to have instant access to their cellphones. Using Twitter as a discussion board could provide shyer students with a means of sharing their ideas and opinions, something they might not be willing to do in a regular classroom environment.</span></div>
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<br />The Small Steps Projecthttp://www.blogger.com/profile/17234062141900374362noreply@blogger.com3tag:blogger.com,1999:blog-5604404762692505595.post-19979456848413345112013-07-13T18:32:00.000-07:002013-07-14T21:46:05.468-07:00Research topic: A focus on social mediaMy research question:<br />
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Can social media be used by school communities to effectively access, create and share content, information, opinions and ideas?<br />
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For my research I will focus primarily on Twitter, Facebook and Google Plus.The Small Steps Projecthttp://www.blogger.com/profile/17234062141900374362noreply@blogger.com0tag:blogger.com,1999:blog-5604404762692505595.post-12547419102192669872013-07-09T02:09:00.000-07:002013-07-17T22:51:27.087-07:00Hello everyoneHi everyone. I'm looking forward to working on the edem630 course, having completed edem627 in the first semester. I really enjoyed edem627, a course in which I focused on developing an online Mandarin course using Google Plus.<br />
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I have used blogs for several years, a couple of which have gone on to be relatively successful. I created a blog called 'Let's Learn Te Reo Maori', which has gone on to have almost 120,000 hits. I also used a blog for EDEM627 as my journal. I found it particularly good for this purpose, as the automatic dating for posts encouraged me to post regularly and often, leading to me constantly reflecting on my practice.<br />
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Now that I'm more aware of the course requirements (having spent most of today reading through everything to get over my confusion) I intend to use this blog to be a lot more focused in what I do, and to reflect more on what I will base my research on for the course. I'll also be spending more time checking out the blogs of others, as, having done so today, I know that a lot of questions I have about the course will be answered by check on what my peers are up to.<br />
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I have just about finished my first term as principal of St Mary's School in Carterton. I've had a great term; the kids, students and community in general are all pretty awesome.<br />
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I hope you have all had a good first two terms, and a really relaxing holiday awaits you!The Small Steps Projecthttp://www.blogger.com/profile/17234062141900374362noreply@blogger.com0