Cacey Britten

Create a reflective entry where you critically discuss the use of social media in YOUR teaching OR professional development. A study undertaken by S eaman & Tinti-Kane (2013) questioned 900 pearson customers about the impact digital communication has on their levels of stress and the number of hours they work. 48 percent of faculty reported that digital communication has increased their level of stress. Only 13 percent believe that their level of stress has decreased, with the remaining 39 percent reporting no change. In addition, nearly two-thirds of faculty report that digital communication has increased the number of hours that they work. An additional 27 percent see “no change” in the number of hours they work, and only 8 percent say that there has been a decrease in the number of hours that they work as a result of digital communication ( Seaman & Tinti-Kane, 2013) . I found these findings compelling as I personally have found that social media has only decrease...

Activity 5 (Week 29) Critique and address issues of law, regulations and policy in practice; Emailing, texting or messaging via social media to a student may seem harmless and in some cases practical. The student may need immediate help or feedback on an assignment or has a query about the class or course. However, there are dangers to this instant form of communication and it’s hard to find an appropriate balance; o ften, the problem with this form of communication is that it can obscure the boundaries between teacher and student ( Connecticut’s Teacher Education and Mentoring Program, 2012). Social networking applications expose teachers’ out-of-school identities and their networks to a greater degree of scrutiny by their students, colleagues, and school communities (Henderson et al., 2014). In situations where a teacher has used their own personal email or cell phone to communicate with a student, it might be easy for a student or teacher to overstep the boundary and share ...

Activity 4 (Week 28) Critique and evaluate how indigenous knowledge and cultural responsiveness inform practice; When considering Butcher’s (2008) mega skills that contribute to cultural intelligence, I believe the 9 criteria are constantly evolving depending on who you are as a person, and as such, I think the first criterion of ‘understanding my cultural identity’ is the most important. By being aware of and understanding our personal beliefs, values and assumptions of teaching and learning, we will be in a better position to help students learn. Considering this, I think both myself and our school is in the state of being proactive (Mauri Oho), being awaken from the Mauri Moe. We are in the Kua whakawhiti stage which means we are beginning to interact ( Pohatu, 2011) . I say this because as a staff (I do not speak for all) we are still learning about our student’s cultural backgrounds and identities and are learning Te Reo at the basic level. Most of us are still in the stage...

Activity 3 (Week 27) Critique and evaluate practice in the context of different audiences (local, national and/or international) and their perspectives; Teaching and learning today goes beyond passive receipt of knowledge and towards actively seeking knowledge. The trend I have chosen to investigate is; Technological Innovation Accelerates Progress but Leads to Discontinuities. ICT are poised to transform a widening array of work practices and the way people live and communicate (KPMG international, 2014). This is happening in education, particularly in the way children are working and communicating together. The reason the education system needs to face this trend and its potential challenges is to address the risk of decreasing social interactions. Laal et al., (2012) state that the need in society to think and work together on issues of critical concern has increased, shifting the emphasis from individual efforts to group work, from independence to community. If students ar...