When implementing my Spiral or Inquiry into the use of Flipping Learning and how it can be used to challenge and also support my learners, I believe I had given some thought to the fact that not all children own their own digital device and therefore do not have unlimited access to online material. I believed that I could counteract this by allowing children to access their Flipped Learning preparation during class time.
What I had not fully considered were the limitations of this plan.
1. Our days are so well planned and full of curriculum events that even with the best on intentions not all children had the opportunity to access the flipped learning in class time. This then relied on children accessing material outside of the class (*at home or other) which led to a huge problem with equity.
2. In my Mathematics groups which are the more advanced groups in the class, the majority of the children own their own devices. In fact, in this group 18/22 owned their own Chromebook, or notebook. However, in my Reading Groups, where children need more support only 5/22 own their devices. This group rely heavily on School owned devices.
And so the issue I faced was one of EQUITY.
NZ ERO Article Communities of Learning Kāhui Ako: Collaboration to improve Learner Outcomes (1.) states "The number one challenge facing the New Zealand education system is to achieve equity and excellence in student outcomes."
The article continues onto say "Young people attending the same school can experience widely divergent opportunities to learn. This within-school inequality is amongst the highest to be found anywhere and is strongly related to achievement disparities."
The quality teaching of these learners is what is referred primarily in this article, however, I would argue that the Digital Technologies available to this group should also be considered.
This is very evident in the groupings in Toutouwai.
The OECD article states that there are 10 Steps to Equity in Education (2.). Number 9 of these steps is to : "Direct resources to the students with the greatest needs". In the case of my class of 44 students the children with less access to digital devices are also those who might most benefit from their use, in raising their achievement in curriculum levels. This is contrary to the Treaty of Waitangi which advocates for equitable experiences for all New Zealanders.
The Future Focussed Learning in connected Communities commits to achieving equitable access to digital devices for every learner. They say that we must "Ensure all learners have access to suitable digital technologies, regardless of location, background, abilities or socio-economic status".
To make sense of the ethical question that had been raised by my Inquiry I reflected using the model shown below (Ehrich et al 2011) and some questions to guide ethical decision making (Hall 2001).
Considering also the New Zealand Association for Research in Education 3.8 Time Taken. When research projects take time away from regular teaching and learning activities, care should be taken that such actions do not hinder the participant's educational progress.
It concerned me that the only way for some children to access the flipped learning was to find time during other rotations, and therefore impacting time allowances in other subjects. At this time of the year we are incredibly time poor with obligations to participate in a number of different activities, assessment and events.
Reflections on actions to address the issue:
During the course of my Inquiry I tried to address the issue of equity by allowing children access to devices as best I could by organising class rotations. But given the time commitments of the curriculum and the limited number of school devices, I was unable to ensure true equity across the class and this impacted the way the children were able to interact with the Flipped Learning.
Lessons Learnt:
Equity is for all in accordance with the Treaty of Waitangi is not easy to achieve, but it is our duty to strive for this. This means ensuring that all children have access to quality teaching and access to the technologies which can help them to thrive.
Ehrich, L. C. , Kimber M., Millwater, J. & Cranston, N. (2011). Ethical dilemmas: a model to understand teacher practice, Teachers and Teaching: theory and practice, 17:2, 173-185, DOI: 10.1080/13540602.2011.539794
https://www.ero.govt.nz/publications/communities-of-learning-kahui-ako-collaboration-to-improve-learner-outcomes/equity-and-excellence-in-student-outcomes/
Hall, A. (2001). What ought I to do, all things considered? An approach to the exploration of ethical problems by teachers. In IIPE Conference, Brisbane
http://www.nzare.org.nz/portals/306/images/Files/NZARE%20EthicalGuidelines2010.pdf
https://www.oecd.org/education/school/39989494.pdf
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