Create a blog post where you identify an ethical dilemma in your own practice linked to digital or online access or activity. Explain the dilemma and discuss either:
Code of Ethics As Teachers, we have a professional commitment to learners, parents, society and the profession. The Education Council developed a set of guidelines in alignment with the Code of Ethics, for teachers to assist them with ethical dilemmas that may arise as a result of Social Media. In the previous post, I discussed the benefits of using Social Media in the classroom but it does pose a question of what is accepted between teachers and students. This issue was raised in a newspaper article where one teacher felt that "peoples thresholds were different" and inconsistency about what was considered inappropriate. For example, some may see befriending students on Facebook as crossing the professional line whereas others may not see this any different to using email. The guidelines are there to ensure teachers act in the same high standard that they would in a classroom, online and when using Social Media. "Teachers should be able to use social media with confidence in both their professional work and private lives" Dr Peter Lind, Head of Education Council School Policy
At my school, all staff members are required to sign an ICT agreement policy. Within this document it makes reference to the Code of Ethics, and reminds teachers to bear in mind the ethical obligations when interacting with students online. There is however, no specific examples as to what is or is not accepted. For example, there is no mention of whether it would be ethical or not to befriend a student on Facebook. In my practice I discuss our school's ICT Agreement with the students and talk about their devices as learning tools. Students are more than welcome to email me but they are reminded it needs to be school-related. One student, emailed me saying, "Hi Teacher, my friend" to which I reminded him that emails are to be used for help with classwork. We also have a class blog which the students have respected because they knew the purpose was for school and for learning. Students, like teachers are aware of the implications if the Agreements are violated. References Evans Bay Intermediate. (2016). ICT Agreement. New Zealand Education Council. (2012). Guidelines on Ethical Use of Social Media. Retrieved from https://teachersandsocialmedia.co.nz/sites/default/files/ resources/Guidelines%20-%20ethical%20use%20of%20social%20media_0.pdf Teachers' blurred lines with students. (2014, March 13). Stuff.co.nz. Retrieved from http:// www.stuff.co.nz/the-press/news/9822842/Teachers-blurred-lines-with-students.
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Create a blog post where you first share your own views on the indigenous knowledge and culturally responsive pedagogy. Then critically reflect on how you or your school addresses cultural responsiveness in practice.
Create a blog post where you identify and evaluate two contemporary issues or trends that are influencing or shaping NZ or international education, which you find most relevant to your practice. Elaborate in your own words how you would address those issues or trends in your context within your learning community or professional context.
Create a blog post where you provide a critical discussion of your professional community of practice in relation to any two of the following questions:
Create a post where you first define your ‘Community of practice’ with reference to Wenger (2000)’s definition and then provide a critical discussion in relation to any two of the following questions:
Who I am and a story to sum up what underpins my teaching practice. Interaction with others in a community of practice allows teachers to strengthen their own practice. According to Wenger, a community of practice are 'groups of people who share a concern or a passion or about a topic, and who deepen their knowledge and expertise in this area by interaction on an ongoing basis. The members of a community of practice are bound by three distinct elements: the domain, the practice and the community' (Wenger, McDermott & Snyder, 2002, p.4). Because teachers are naturally reflective and are constantly critiquing their practice they are often solving issues or developing their knowledge by connecting with those who have similar experiences. While it makes sense to talk face to face with colleagues with a community of practice, online communities are not yet seen as equally as valuable. Within my school I have created a Google+ community with the hope teachers would not only build upon each others strengths but start to tap into the networks of educators who are out there, willing to share what they know.
To me, a community of practice is a more informal way of information sharing. There must be a shared domain (Google+), which implies a shared area of competence (teachers knowledge/resources), there must be a community (teachers), which implies shared learning, and there must be practice, which means the members must be practitioners of a common activity. Educators can share information through conversation and engage in critical discussion. It allows educators to reflect honestly about their practice and view things from a new perspective. Finlay, L. (2009) Reflecting on reflective practice. PBPL. Retrieved from http://www.open.ac.uk/opencetl/files/opencetl/file/ecms/web-content/Finlay-%282008%29-Reflecting-on-reflective-practice-PBPL-paper-52.pdf Wenger, E., McDermott, R., & Snyder, W. (2002). Cultivating Communities of Practice: A Guide to Managing Knowledge. Cambridge, MA: Harvard Business School Press, |
AuthorCurrently enrolled in the Mindlab Postgraduate Course and am looking at ways to document what I learn. Archives
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