Mindlab Musings

(Osterman and Kottkamp, 2015, p.70) P roblem Identification Schon’s (1983) idea that professional knowledge is grounded in professional experience (cited in Osterman and Kottkamp, 2015) has never been truer for me during this mindlab course. I started the course last year with a desire to become more confident using technology in a meaningful way. This was driven largely by the new Technology curriculum and the impact it would have on me as an educator. Using Osterman and Kottkamp’s 2015) model above the problem that started this was I was not absolutely sure that the use of technology in my classroom was meaningful to the students. Observation and Analysis Watching how I engaged in the mindlab process was interesting to me. There were some sessions that I thoroughly enjoyed and motivated me, such as the lesson on robotics - in particular, the Edisons. This was something that resonated with me as I could see a meaningful way that I could implement these in my year 3 class and...

What is the actual impact after the ‘Take Action’ phase? The first potential impact that we had anticipated was that we would see an increase in student agency which would be shown as increased enjoyment, motivation, purpose and belief in themselves as learners who are able to take control of their own learning. As you can see from the last blog entry where we analysed the data we had collected, the dispositions of the students in the target group had certainly changed from limited agence to increased agency. The second anticipated impact was that through sharing results with our colleagues this would drive an initiative across other areas of the school. While we have been implementing this inquiry, I have in fact been sharing my journey with my colleagues in my syndicate at least. We have some traction, others have joined in with the actions and we have regularly been discussing what is happening. Other members of the team have used the dispositions rubric as a measure for...