Teachers and learners - exploring the spaces in-between Ma te hono ā hinengaro e rite ai ngā whainga'. Te Tari Puna o Aotearoa, NZCA Conference - Rotorua

Our Collaboration through google docs . . .

http://www.communityplaythings.com/resources/articles/inspiredbycollaboration/walkingthetalk.html

I often pondered what ‘collaboration’ meant and knew very in my mind well I did this ‘all’ the time, or so I thought. . .  
To me collaboration was of course the sharing of ideas and regular discussions all tying into what we call ‘team work’. I mean yes of course these were aspects that contributed to collaboration, yet over time I realised I had only touched the surface of what collaboration truly meant.

This only continued our evolving journey of where we were going to next with our explorations of using ICT as a tool to enhance our pedagogical documentation. We had been fuelled with knowledge then, but felt it was not the end.

"Teaching is more than imparting knowledge, it is inspiring change. Learning is more than absorbing facts, it is acquiring understanding"

@TeachersJourney, www.twitter.com

Learning stories became the foundation from how this collaboration all began, starting off with our traditional pen and paper we took notes during the day onto what we called ‘Reflecting on Observations with Infants and Young Toddlers’ (see example below) which was simply our own version of the beginnings of a learning story and what we like to call the ‘process’ before the end product was created. We were oblivious to the fact that this was already the beginning of collaboration, we were just yet to believe it or better still allow it to happen.

We created our own observation sheets to note down children's learning during the day.

I think in order for this to happen, we had to let go of ourselves and accept the notions of change. This meant combining our thoughts and perspectives in a way that was critical and collegial, without the hierarchical tensions of teachers individual ways.  

The months went by, so did the attraction of such ICT tools. Google docs captured our curiosity as well as our convenience, imagine having to write learning stories wherever you go! and the best thing was that, it wouldn’t even take long to spare a few minutes during your day.

So the 'warm fuzzies' of collaboration continued and we ditched our paper and pen to a digital format, continuing this technique of adding bits here and there in a ‘peaceful’ way except it was all done at the fingertips of our keyboard. 

Example of one of our first google docs learning stories. 

Personally I didn’t feel satisfied with this and wanted to pursue more challenges and have my work critiqued where I could see it and realise the changes that had been made. Whilst also acknowledge the need for improvement and embracing it within my team, in order for me to grow as a teacher.

This is where it all began . . . .

"Teachers take risks. Like everyone else, we fear failing, but we must refuse to let the magnitude of our task overwhelm us."

@TeachersJourney, www.twitter.com

In this example you can see the dramatic changes that have occurred in this learning story of Elizabeth. In discussion with each other, we were able to shift the change and become critical learners in the process. At first this was not our entire purpose, yet it all seemed to unfold with time, persistence and a team that was determined to be subjective in their teaching.

This also brought to life the true meaning behind pedagogical documentation. What lies beyond the surface of our thinking as teachers and not only making children’s learning visible, but makes our learning as teachers possible.

Its’ o.k to Agree to Disagree

postmodern science regards consensus as a step

towards diversity, uncertainty and undecidability – a state of discussion, not its

end..."

"Hope for change lies not in our agreements but in our disagreements, because in our disagreements

(dissensus) we argue about what is ‘the truth’ and we question the dominant norms and values and seek to change them”

(Bertens, 1995)

It soon came to mind that the core part of this journey wasn’t so much the technology. It was the relationship of collaboration that truly shined through for our team. Google docs provided the foundation to enable the pathway of critical collaboration ahead. We anticipated the impossible, and instead opened up endless dialogue to take us to a whole new level. Where to for now? We can only look ahead, ponder and grab at the opportunities that come our way. Being able to bring this to life and present at an annual early childhood conference is just the beginning of where we as teachers stand as leaders and advocates inspired to make a difference for the education of children.

I would like to commend the work and effort of Jen, who without her there would be no reflection on this event. The hours over a year of in depth discussions of dreams and hope for change have reached places beyond our belief. I am also very proud to be part of a team that makes this happen at the fore front of Tots Corner Early Learning Centre. Many thanks to Lorraine for always supporting our drives and allowing us the opportunity to share our story with our fellow Community of Learners. 

The 'final' (in a sense that this is not the end) of a collaborated learning story. 

Collaboration is not a passive phenomenon; it requires risk taking with some passion about it. Collaboration that leads to meaningful learning often begins with someone's (or something's) act of provocation and the willingness of another to become engaged.

Elizabeth Jones and John Nimmo (1999)

Reflections from teachers

Being an educator from outside the Nest, I am not as familiar with the children as Hanna and Jen. However, I believe this enables me to read the learning story from a more objective perspective and ensure a particular learning story is accessible to readers. Sometimes, I can suggest a different approach to a learning story or a rearrangement. Each of us bring different ideas, views and knowledge to the collaboration. I have found Hanna or Jen expanding on several ideas in ways that I had not considered. I believe the learning stories are more coherent and better informed due to this collaboration.
Carolyn Beadle - Tots Corner Relief Teacher

And how can this blog entry be complete without a reflection from Jen herself. 

WOW!!! (That’s the first impression I had on reading your in depth reflection!)
Unpacking the “wow”...
Looking back on our Google Docs journey, I can see how much our thinking has changed, and how our collegial relationship has strengthened. The flow through into our day to day teaching practice has been noticeable not just to ourselves but to the teaching community as a whole. There seems to be a sense of equality in our dialogue, and a shared vision of what it is to embrace teaching in the 21st century. Also, having been invited along on your forays into cyberspace through your CORE e-fellowship I have been inspired to re-visit and reflect on the multiple possibilities presented via social media and web-based learning. So, thank you too for having the open-mindedness to embrace educational change in this direction, it has meant that you and I can be advocates for the education and care of infants and toddlers. Perhaps giving others in the community an opportunity to see what we see - powerful and competent children who are global citizens right now and not at predesignated point in the future.
That’s the WOW I was talking about!!
Jen Boyd, Tots teacher, colleague and collaborator with inspirational e-fellow Hanna Fale