Stage 1: Problem identification

I have thoroughly enjoyed my Mindlab journey. It has been great to be able to reflect on my own teaching/leadership and to have the opportunity to initiate change. For me the dual nature of the programme has enabled me initiate change with both my class and the group of teachers I lead. However, one of the problems with my inquiry was the lack of take up from teachers around the country. My MOOC was supposed to be a tool that is used throughout New Zealand to develop Media Literacy. However, the take up was not substantial. For the rest of this reflection I will use Osterman & Kottkamp (2015) Reflective Practice Model to explain how I will look to change this.

Stage 2: Observation and analysis

Over the last weeks weeks I have wondered that perhaps most teachers fall into the Late Majority and Laggards category in the Diffusion of Innovation Theory (Rogers 1962).  This can mean they are resistant to trying new things in their class.
The question I have is why?
Why, the reluctance to step into the digital world, to develop pedagogy, to improve teaching and learning and to try new tools within the classroom.

Stage 3: Abstract reconceptualization
It is interesting to note, that a lot of MOOCs around the world have been meet with skepticism and poor take up rates.

But so far their record in higher education has been patchy. Drop-out rates are high, they can be unsuitable for some students, there are difficulties over assessments and issues around the potential for cheating, and getting the economics right is tricky for a course that free at the point of use.

Nick Morrison 2014

I certainly do not have all the knowledge or answers. But in the last 6 months I have taken two online courses to upskill. Firstly, this Mindlab course which involved alot of online work. The second one was a New Zealand cricket course around coaching.

For me MOOC or SPOCs are an essential part of our education landscape as we move forward. They offer flexibility and ease of access that trumps face to face teaching.

Often teachers shy away from what they feel they are not good or capable of.  Moving forward I would like to develop SPOCs that are really focussed on New Zealand education curriculum. Topics such as the Te Tiriti o Waitangi, ANZAC Day or Matariki are areas where I see SPOCs supplying teachers with relevant resources.
I think if I can supply SPOCs like this to the New Zealand education system then lot of teachers will come on a get a feel for the benefits of this type of learning.

Stage 4: Active experimentation

Mindlab has enabled me to consolidated much of my thinking around digital collaboration and leadership theory.  

I have learnt that one of the keys to enabling technology in the classroom is to give things a go. The study has rekindled a passion for learning and opened up the opportunities within technology/education moving forward.

My practice in the classroom and as a leader has been disrupted and challenged.

I am seriously considering registering for the remaining papers of the Master’s in applied Practice, focusing on using SPOCS / media literacy and developing these in a culturally-responsive curriculum.


Rogers, E,. (1962). Diffusions of Innovations. Free Press of Glencoe

Benson, A. & Kipp, R. M. (2012). Potamopyrgus antipodarum. Retrieved from

Osterman, K. & Kottkamp, R. (1993). Reflective practice for educators. California:Corwin Press, Inc. Retrieved from Morrison –

Morrison, N. (2014). Retrieved from