Over night, in the morning, through the day and back tonight I continue to move across the points of inquiry on the BCTLAs star. Through discussion with Jenny I need to reflect again on the foundations of this course with reference to my presentation. To incorporate the process of our learning group to way in which the district should be considering ICT.
Our district has been working with Judy Halbert and Linda Kaser with the Spiral of Inquiry for Equity and Quality (2013) model over the past year. This will continue on into the next school year too. I feel that this is a resource that needs to be included.
I returned to my presentation- I will be sharing my project with the District Principal for Distributed Learning & Technology Integration and the Assistant Superintendent. There may be an opportunity to invite the Pro D chair who has also been a part of the Tech Committee.
As I reflected on my learning over these three weeks and I wanted to return to the connected self in relation to Maturna and Varela’s work on Autopoesis linking it to Structural Coupling and the Linguistic Cognitive Domain. Halbert and Kaser make reference to Archibald’s work out of UBC who speaks of the “Indigenous Knowledge as being experiential, storied, relational, contextual and holistic” (p.11).
I want to communicate this process in relation to this learning group, share the data as it relates to stakeholders and give opportunity for an interactive question piece within the presentation. The data touches on all aspects of ICT uses in the district. I hope that this presentation will continue the connection and collaboration needed to create more meaningful use and policy conditions within the district.
I am interested in Halbert and Kaser’s work with ICT, equity and quality. I wonder what it would be like, if there were a substantive contribution to ICT conversations at the district level, coming from teachers. Not complaints, not familiar points of resistance to ICT and educational change, but actual conversations about what is possible, and how we, in a coherent response to government, industry and societal trends, can co-create an educational future for Canadian society. These are the discussion that I wish I was able to mastermind: amongst government policy-makers, district specialists, school administrators, superintendents, teachers, parents and students. Can you image a process that brought together, say, 12 participants at round tables on an ongoing basis, to discuss current conditions, inject research knowledge to broaden concepts and deepen understanding, examine political, economic, and educational realities, and forge a vision for the future? Something we can all buy into and work toward?