Tool 1: Storybird This tool is an online website that allows myself, as the teacher, to create an online classroom that my students can join. In the online classroom, I can set assignments and collect students stories that they create. They can make poetry, storybooks, longform stories and comics. Students can also read each others works. Students learning varies from individual to individual where they think differently, act differently and contribute differently (Rao, K., & Meo, G. 2016). Though the storybird website I am able to cater for the variation in learning styles and tendencies of each student. This website allows the students to pick and choose what to write and how to write it. By having a varied range of options, all students can practice their literacy skills in their own way and in their own time. This tool is accessible online and therefore can be assessed at home, school or wherever the student may be. This tool connects to the New Zealand curriculum key competencies of thinking and using symbols, languages and text (Ministry of Education–Te Tāhuhu o te Mātauranga. 2007). Firstly. this tool engages students in creative, critical and metacognitive processes that the students can use to build their understanding of experiences and ideas by creating stories. Secondly, students are using the competency of language, symbols and text to write their stories. The students need to work with and interpret the codes and tools at their disposal. These codes and tools include knowledge about language, text, grammar and punctuation. By using storybird, students are practicing decoding language, text and symbols as well as reproducing them. Link to the storybird website: https://storybird.com/
Tool 2: Banqer Banqer is a website that teaches financial literacy. This website has lesson plans, teacher stories, recorded lessons and resources. There are topics exploring; managing expenses, making payments, budgeting, income, interest and more. Financial literacy is an important skill that all students need to understand as it is a large component of everyday life. Banqer has a system where I could register a classroom and upload a profile for everyone to practice, watch and engage in financial literacy learning online. Students of all cultures and ethnicities are included and welcomed to use this website and are encouraged to share their knowledge of financial literacy from their backgrounds. The website covers lessons on different currencies and this welcomes students of all cultures and ethnicities. This website includes all of the core principals of the UDL framework (Rao, K., & Meo, G. 2016). Multiple means of representation is catered for on this website as there are many tools including videos, posters and images to support differing student learning. Students are able to express and take action in their own financial literacy learning by logging on at home or within the classroom to browse the content. There are multiple means of engagement that have been provided, where students can participate in scenarios as well as whole class teaching experiences. Students can stay engaged with a classroom currency which can be applied differently for every class. This tool connects closely to the NZC key competency of managing self. Students are encouraged to explore and engage in the content and students understand the relevance of learning about financial literacy. Students must actively learn to manage themselves through saving and dealing with money (Ministry of Education–Te Tāhuhu o te Mātauranga. 2007). Link to the website: https://www.banqer.co/
Tool 3: Pepeha NZ Pepeha NZ is a very useful tool for students to create and practice their pepeha. This website helps you construct your own pepeha in a way that teaches the essence of the language. Students are able to open up the website and begin making their pepeha for free by working with the website. Pepeha NZ will ask the student questions using the maori words that will be in their pepeha or mihi. Once students have constructed their pepeha they can then practice their pronunciation of key words and sounds. This tool caters for bicultural diversity in the classroom by including Maori and English subtitles for everything (Rao, K., & Meo, G. 2016). There is also an explanation video about the story of Pepeha. This website is oriented towards a people first viewpoint where the person is thought of first(Carrington, S, MacArthur et al 2019). Those who enter the website and utilize the tools are welcomed for who they are and are not being pressured to feel that only Maori could use the website. It is an educational website open for all to use. This tool strongly connects to the NZC key competencies of relating to others and using language, symbols and text. This tool helps students to learn how to interact with the maori culture within the context of creating a pepeha. Students are able to listen carefully, think critically and engage strongly with cultural contexts and ideas. Through this website, students are learning to decode text, language and symbols by engaging in language learning, they are exposed to similar and different literary conventions as English. This helps build knowledge and experience (Ministry of Education–Te Tāhuhu o te Mātauranga. 2007). Link: https://pepeha.nz/
Tool 4: Mindful powers app The mindful powers app teaches students to breathe, destress and regulate emotions. Mindful powers is a holistic approach to students building strong soci0-emotional awareness through play and story time. The activities available for students include breathing exercises, mindful play and focus time. This app is available on the google play store and on the app store and it is compatible with phones and tablets so students are included wherever they are. This app scaffolds all students at any level of development or culture. Students from all backgrounds will benefit in learning and participating. All students are able to utilize the app through different cognitive, acting and engaging processes (Rao, K., & Meo, G. 2016). This app helps students manage themselves socio-emotionally which helps with all aspects of their lives. This connects to the key competency of managing self and relating to others as students are taught through the app to be aware and notice how they are feeling. Students are encouraged to do various activities that practice their socio-emotional awareness of others and themselves (Ministry of Education–Te Tāhuhu o te Mātauranga. 2007). Link to the website online: https://mindfulpowersforkids.com/
References:
Rao, K., & Meo, G. (2016). Using universal design for learning to design standards-based lessons. SAGE Open, 6(4), 215824401668068. doi:10.1177/2158244016680688
Ministry of Education–Te Tāhuhu o te Mātauranga. (2007). The New Zealand curriculum: Achievement objectives by learning area: Set of 8 charts. https://nzcurriculum.tki.org.nz/content/download/1109/11992/file/Charts2.pdf
Education Council New Zealand–Matatū Aotearoa. (2011). Tātaiako: Cultural competencies for teachers of Māori learners. Ministry of Education.
Carrington, S, MacArthur J, Kearney, A, Kimber, M, Mercer, L, Morton, M, Rutherford, G. (2019). Towards an inclusive education for all. In Teaching in inclusive school communities (pp. 4-31). John Wiley & Sons Australia Ltd.