Submitted by Gill on Thu, 28/09/2006 - 12:13pm.
Thank you to the brave souls who made it to our presentation. It was the final breakout on the final day and even though I had invited the breakout participants to get comfortable and have a snooze, nobody did.
Liz Fitzsimons and I presented our first dissemination together as we had many commonalities that weaved through our research and even in our findings. Thank you for your feedback. It was overwhelmingly positive and helps to make what we are doing seem rather worthwhile.
Rather than going through all of the ins and outs of the research I chose to give a narrative of what I did and why, what I found out and the implications for me at classroom, team and school level. Below is a copy of the notes I provided that gives a little more detail of my research for those interested.
Main research question: What are the effects for MÄori students of meaningful engagement in learning using ICTs?
Subsidiary questions:
1 - What elements of best practice allow me to cater to diversity in my classroom?
2 - What is meaningful engagement?
3 - How do ICTs facilitate meaningful engagement?
Background: In 2005 there were two MÄori added educational pathway options for students at our school. These were specialised Kapahaka and Te Reo MÄori programmes. In our teaching team, we had noticed some MÄori students who attended these classes were showing less enthusiasm for learning once they were back in their own classes. This was an area of concern to our teaching team and, as senior teacher, I felt that I needed to investigate this further. I needed to ask myself what is it that we are not doing that is causing a degree of disengagement in learning in our mainstream classes for some MÄori students. I wondered if authentic learning using ICTs could be used more effectively to raise engagement levels for MÄori students?
Purpose: The purpose of my research was to develop a greater understanding of what the effects for MÄori students are of meaningful engagement in learning using ICTs. To do this I have focused on elements of best practice that allow me to cater to diversity in my classroom, investigated learning climates that foster meaningful engagement and explored how ICTs can be used to facilitate communication between bilingual students and their mainstream classmates. I am aware that the very nature of action research means that the data that I have collected and my interpretations are subjective and are limited in scope. However, perhaps there are other educators who have identified similar issues and may find this study of interest.
Method: My study took the form of a practical action research where I worked with the newly formed bilingual class which operates Monday to Thursday afternoons. The twenty-six students (thirteen female and thirteen male) in this class are drawn from the Year 4, 5 and 6 classes. Initially I worked alongside the bilingual teacher and class during their “Matariki knowledge bomb†activities (Matariki- The MÄori new year). I then worked with groups in project-based learning where the students created a digital story. This was later complied on to a CDRom which was to help inform their mainstream classmates and teachers about the significance of Matariki.
During Term 3, students had the opportunity to present the digital resource to their mainstream classes and many also shared the resource with their family. Three surveys were carried out with the students, formal and informal interviews were done, research cycles were documents and a comprehensive reflective diary kept. These all formed the basis of my data.
Organising the data for analysis: Students were assigned pseudonyms for the printed reflective diary and were coded for the three surveys. The data collected was organised and sorted into categories. These are as follows;
1. Reflective diary
* Comprehensive diary (45 page) account of day to day events
* Reflection about learning and teaching -Elements of best practice for student learning outcomes. -Reflections about meaningful indicators -Observations of how ICTs facilitate meaningful engagement.
2. Preliminary survey. Categories - a) Current level (at time of survey) of communication by bilingual students re MÄori added education pathways with mainstream class and teacher and perceived level of interest from mainstream class and teacher in work done during bilingual class. b) Preferred level of communication by bilingual students re MÄori added education with mainstream class and teacher. c) Confidence level in the use of presentation technologies. d) Level of willingness to offer help to mainstream classmates with any type of ICT.
3. Digital story self-evaluation. Categories - a) Students’ thoughts about collaborative learning b) Thoughts about involvement in planning and decision making in own learning. c) Number of students that felt able to explain and expand on their own ideas while working together. d) Willingness to ask for help e) Level of willingness to offer help to mainstream classmates with creation of digital stories. f) Level of interest in peer and teacher feedback on their digital stories. g) Number of students who could/would use the programmes used at school in their own home.
4. Sharing of the Matariki Digital Resource. Categories -
a) General feelings prior to presenting to class
b) General feelings of the students as they were presenting the digital stories.
c) Mainstream classmates and teachers reaction/s to digital stories
d) Level of confidence in students to share the resource to other groups.
e) Level of willingness to offer help to mainstream classmates with any type of ICT.
5. Action research cycle reflections
a) From reflection of teaching and learning, further ideas developed and recorded to help students achieve Student Learning Outcomes in the areas of English (Oral language), Essential skills (Communication, Information skills, Self management and competitive and Social and cooperative. -Phenomena / observations of interest.
b) Meaningful engagement indicators. - Observation/s and thoughts related to the meaningful indicators. - Source of data identified for future reference. - General thoughts / Planning and development ideas for next cycle.
6) Staff interviews. Categories -
a) Teacher’s attitude towards MÄori added pathways at school.
b) Own experience & knowledge of Te Reo MÄori and Tikanga MÄori
c) Student’s general performance (academic and social) in mainstream class.
Analysis procedures The content of the reflective journal, video footage, still images and informal discussion with colleagues formed the basis for reflection of the action research cycles. This then provided direction for change which was documented, described, interpreted, discussed and analysed. Teaching then took place and they cycle was repeated. Responses for each survey were documented for each student. Once all were completed, patterns of responses and emerging themes were noted and percentage values were attributed to them.
General comments were then made followed by documenting my thoughts about the implications of these to my teaching practice Staff interviews were transcribed and then analysed under the themes noted above. Originally there were a number of interview questions that were to provide a wide range of information. However, because I didn’t adhere to the interview questions I had set and in some cases let the interview head in a totally different direction to my original intent, I ended up being provided with a rich labyrinth of stories.
In general terms, the themes seemed to relate to teaching, their own childhood schooling as well as general discussions about MÄori education.
Findings: Cultural connectiveness elements of best practice:
To create a classroom climate for MÄori students to be meaningfully engaged in their learning, I have found that connecting with the student’s culture is an important factor and can be aided by;
• Providing learning context that are meaningful to the lives of the students.
•Showing a genuine interest in the MÄori added pathways that students are involved in.
• Providing opportunities for students to share with their mainstream classmates what they have been doing in MÄori added pathways that students are involved in.
• Working to develop a culture of positivity towards things MÄori among mainstream students.
• Facilitating discussions with students about MÄori dimension of their lives.
• Adopting a set of values in my class that include pivotal MÄori values such as;
Whanaungatanga – An awareness of the importance of whakapapa in the lives of MÄori students and a focus on developing effective relationships. What do we, as a class group, expect of each individual student and in turn what support and nurturing can each student expect from the class group?
Manaakitanga – What characteristics do we want as a class or group to become identified with? For individuals within my class this means helping students conceptualize what type of person they aspire to be? How must we think and act to help us attain these goals?
Mana – I need to have an awareness of existing social mana of the MÄori students in my class e.g Mana tipuna “People of mana draw their prestige and power from their ancestors.†(Mead 2003). My understanding is that mana is also something that can be earned. In my classroom I will encourage students to identify, acknowledge and build on situations where mana is gained by what they do within the class group e.g achievements in all areas, ability to help others succeed etc.
Tapu – As a classroom teacher I need to have a clear awareness of the tapu concerning elements related to school life. An example of this is not passing anything over the heads of MÄori students. There are many other situations that I need to be aware of concerning tapu and this will take further learning, talking to cultural experts within and outside our school and sharing this awareness with all students in the class.
Noa and ea – In my class I see this value as ensuring that balance is restored after times of unrest, conflict and or unhappiness. That all members of our classroom group, including me has resolved any concerns and that we are ready to move forward together.
Engagement indicators: As the action research cycles evolved, I found that when students are meaningfully engaged in their learning I am likely to see students who actively participate in decisions about their learning and who ask questions. They are likely to want to share their ideas and take opportunities to demonstrate and expand on them. The students will also be generally interested in what others think of their work. As I explored the rationale behind the inclusion of various indicators, I began looking for evidence that helped to identify if these indicators were taking place.
Indicator 1: Student is actively involved in decision making opportunities
Rationale - Taha whÄnau (social well –being) is given the opportunity to develop when students are able to make decisions regarding who they work with enhancing feeling of belonging. When students respond to the opportunity to have input into their learning that is to take place it is also likely that they feel valued and listened to. Students are likely to become active stakeholders in their education.
Possible evidence - Documented evidence of involvement in planning / Examples of learning journeys that acknowledge student decisions / Classroom observation of students cooperatively and meaningfully involved in decision making conversations and experiences.
Indicator 2: Student asks questions during the learning process:
Rationale - When students ask questions to elicit information or to clarify interpretations, they are more likely to have a greater understanding of learning processes and outcomes. When this clarity exists, learning is likely to be less arduous and students more meaningfully engaged. If students are given the opportunity to “ask†in a variety of forums, it is likely that all students may become more meaningfully engaged in their learning.
Possible evidence - Observation of students confidently able to ask questions of each other, the classroom teacher or other people / Students can explain their learning journey or learning tasks with clarity and understanding / Students use a variety of methods to pose questions that may include asking directly, asking indirectly, emailing them, posting them on the wall etc
Indicator 3: Student discusses or demonstrates own ideas and expands on them:
Rationale - Students are more likely to be meaningfully engaged if they have opportunity to express thoughts and feelings which contribute to Taha hinengÄro – metal and emotional well being. They are more likely to develop confidence and self-esteem when their ideas are listened to and valued. By its very nature, discussion and expansion of ideas requires the student to communicate with others in a meaningful manner thus engaging them in their learning.
Possible evidence - Students seek out and use opportunities to share and explain own ideas using a variety of methods to do this.
Indicator 4: Student demonstrates interest in self/peer/teacher assessment and feedback.
Rationale - Students who are interested in judgments made about their learning are likely to have been committed and actively involved in the learning process.
Possible evidence - Students ask for feedback / Students refer back to criteria throughout learning process / Students share feedback given with other interested parties.
Exploring how ICTs can be used to share learning journeys and cultural experiences. Originally I thought that the importance of ICTs in my action research would be to raise engagement levels. Although this did happened and had a number of positive benefits, including greater confidence to mentor others, two other important factors arose. The first was that the ICTs became a vehicle for the bilingual class students to share their learning journey with their mainstream classmates. The second was the interest shown by mainstream students in the process of creating the digital resource and the raised level of confidence by the bilingual students to offer help to their mainstream peers. Describing and displaying the findings
As my final report gets underway, my intention is to provide a rich narrative under each of the following theme headings that may be of interest to those who may have similar issues in their own school;
• Cultural connectiveness elements of best practice.
• Engagement indicators.
• Exploring how ICTs can be used to share learning journeys and cultural experiences. I will present the results of all three surveys in the form of appendices where the question is stated and the percentage of the response or types of response are graphed.
Emerging questions The following questions have emerged from my analysis. Related to my own teaching practice: What is the most effective form of professional development to help me gain a greater understanding of Tikanga MÄori? Related to my role as team leader: How do we, as a team, plan to ensure that MÄori students involved in MÄori added education dimension programmes are given the opportunity to share learning journeys on a regular basis with mainstream classmates? Related to school-wide development: What would the effects be on home-school and community-school relationships if we made greater use of ICTs to share the learning journeys and cultural experiences of our students?
I intend to investigate in what ways and to what extent digital stories can provide a vehicle for our Maori students to share experiences of whanau and iwi and how this engagement impacts on their school experience
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