Activity 5 - Consider Your Audiences

Activity 5: Create a reflective entry to discuss how you are addressing the context of different audiences and their perspectives while you are taking action.

Step 1: My audiences

My inquiry is centred around Hybrid Learning (a Blended Learning Model) with the aim of increasing student engagement. Although my students are at the centre of my teaching practice, there are wider audiences who must also be considered. Today I will reflect on the impact on, and perspectives of:

• Local Audiences - The teachers in my community of learning (COL) and subject association, the New Zealand Association of French Teachers
• National Audiences - National education policies
• International Audiences - International policies and educational trends

Bolstad et al. (2012) identify several emerging principles of a 21st century education system. Although many of these principles are relevant to my inquiry, I will focus on the principle of "personalising the learning" in the context of my identified audiences.

Step 2: My audiences’ perspectives

For my local audience - my COL and members of my subject association - there are many benefits and advantages of implementing Blended Learning. As language teachers, many colleagues within my network struggle with multi-level classes. Blended learning is an effective way to manage this and there are already many eager adopters of this innovation, as it allows for differentiated, individualised learning programs. My local audience has long understood the benefits of online learning for foreign languages, to create authentic learning opportunities. 

At a national level, personalising learning calls for us to challenge traditional education systems, to recognise the redundancy of the "one size fits all" model and to instead build the system around the learner (Bolstad et al., 2012). To honour the principles of Kaupapa Maori, and particularly Tino Rangatiratanga, Kaupapa Maori Research (n.d.) recognise the importance of genuinely involving students in shaping their own learning, where they bring in their world knowledge, and formulate their own learning goals. With increased importance being placed on the digital curriculum in New Zealand, Blended Learning is an area many educators are being encouraged to consider (Daggett, 2014). 

Internationally, an increasingly digital world calls for a change in skill set required for those entering the workforce in the 21st century.  OECD (2018) recognises that innovations like Blended Pedagogies and Gamification are increasingly used around the world, but caution that the effectiveness of ICT in the classroom depends on how it is used. We must also be aware of the risks of harm students may face in the online world, such as offensive content, advertising and cyberbullying, and how to build digital resilience.

Step 3: How I am addressing the context of different audiences and their perspectives.

In today's rapidly evolving digital environment, Daggett (2014) stresses the importance of effective leaders staying up to speed with emerging trends. Daggett proposes 5 steps to tackle "disruptively transformative" trends within the school environment:

1. Create a culture that supports change
2. Create a team focused on the impact of the trend
3. Network with others to share best practices
4. Take risks to accept emerging trend
5. Push trend aligned policy

I am lucky to be part of a team in a forward thinking, future focused school where staff are encouraged to work together to implement new innovations. Networking is important to me, and working with my local audience to share experiences, ideas and resources is one way that I can address their context. I have been in close contact with Education Perfect (the software I am using for my Hybrid Learning Programme) recently and will be publishing a case study to share with other language teachers interested in trialing a similar innovation.

By throwing myself into Blended Learning, I am encouraging the growth of nationally and internationally recognised 21st century skills in my students. I am throwing the outdated "one size fits all" model out the window and am celebrating each student as an individual with their own culture, needs and aspirations. 

References:

Education Council. (2017). Our code, our standards. Retrieved from https://educationcouncil.org.nz/sites/default/files/Our%20Code%20Our%20Standards%20web%20booklet%20FINAL.pdf

Bolstad, R., Gilbert, J., McDowall, S., Bull, A., Boyd, S., & Hipkins, R. (2012). Supporting future-oriented learning and teaching — a New Zealand perspective. Report prepared for the Ministry of Education. Retrieved from https://www.educationcounts.govt.nz/publications/schooling/109306

Daggett, B. (2014). Addressing current and future challenges in education. Retrieved from http://www.leadered.com/pdf/2014MSC_AddressingCurrentandFutureChallenges.pdf

Kaupapa Maori Research [Web log post]. (n.d.). Retrieved from http://www.katoa.net.nz/kaupapa-maori

OECD. (2018).Trends shaping education 2018 spotlight. Retrieved from http://www.oecd.org/education/ceri/Spotlight-15-A-Brave-New-World-Technology-and-Education.pdf