FOR PRINCIPALS | EDUCATORS | NETWORK ADMINISTRATORS
ISSUE 82
How Aussie Teachers Are Using
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CONTENTS ISSUE 82
26
44
22 REGULARS
FEATURES
6 FROM THE EDITOR
26 COVER STORY
8 CYBER CHAT 10 CALENDAR OF EVENTS
52
Keiren Nolan, a teacher at Wooranna Park Primary School in Victoria, is enabling his students to explore cryptocurrency from a young age and his students have developed a school currency known as Wooranacoin. In this issue’s cover story, Keiren takes readers through 10 points they might want to consider if they are interested in exploring the possibilities of Bitcoin in their primary school classroom.
18 THE DILEMMA OF THE LONE INNOVATOR AND ORGANISATIONWIDE TECHNOLOGICAL CHANGE Peter West, Director of eLearning at Saint Stephen’s College in Australia, looks at the role and responsibilities of the organisation in implementing technological change across a school.
52 WHAT OPEN EDUCATIONAL RESOURCES LOOK LIKE Elizabeth Cook, an Educational Designer at the University of Southern Queensland, looks at the six key principals that go into creating a successful e-learning experience.
64 LEADING ACADEMIC INNOVATION THROUGH TECHNOLOGY Professor Jonathan Powles, Pro Vice-Chancellor, Academic Innovation at the University of New England, explains his controversial position that technology and
4 | EDUCATION TECHNOLOGY SOLUTIONS
learning are inseparable and always have been, and by understanding and embracing this connection by driving change in our technologies, we can shape pedagogical behaviour and lead academic innovation in our institutions.
14 INTERACTIVE LEARNING Mal Lee and Roger Broadie look at the impact of the unintended on the digital education of the world’s young from 1993 to 2016.
22 PLUGGED IN Leading ANZ education advisor Sue Beveridge looks at the issue of technology overload, and why too much tech can actually make teachers’ lives harder.
south of Brisbane, explains how and why he created a Digital Hub for learning.
48 PROFESSIONAL DEVELOPMENT Samantha Vardanega looks at some the lessons we can take from the most recent research in order to reduce the risk of a poor technology professional development experience.
56 TEACHING TOOLS Why is teacher wellbeing an essential benefit of Flipped Learning?
60 GET CONNECTED We take a quick look at what to expect from education tech in the classroom this year.
36 OFFICE SPACE As industries are disrupted by the digital world, what might the future of education look like?
40 NEXT STEP Shelly Kinash shares the research findings from three different studies into student-consumer decision making around which university they will attend with a view to helping education institutions better understand how they need to be interacting with students.
44 LET’S TALK SOFTWARE James Jenkins, Director of Digital Pedagogy at Canterbury College, an independent school located
educationtechnologysolutions.com.au
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FROM THE EDITOR it offline on your favourite device or computer but, and
www.educationtechnologysolutions.com.au
here is the thing, it will now cost you roughly one third
EDITORIAL
of the price of the print magazine. That is right – less
EDITOR John Bigelow EMAIL john@interactivemediasolutions.com.au SUBEDITORS Helen Sist, Ged McMahon
than half what was already an extremely well-priced resource. Furthermore, you will have access to the
CONTRIBUTORS
back catalogue of issues everywhere you go. Of equal
Jane Hunter, Gaya Pillai, Peter West, Emily Rozanc, Sue Rozanc, Brett Salakas, Adrian Stagg, Mei Lin Low, Mal Lee, Roger Broadie, James Jenkins, Shelly Kinash, Sue Bevridge, Samantha Vardanega, Jonathan Powles, Steve Griffiths
importance, it means less paper, less waste and less
ADVERTISING
Keith Rozairo PHONE 1300 300 552 EMAIL keith@interactivemediasolutions.com.au
DESIGN AND PRODUCTION
Jonathan Rudolph PHONE 1300 300 552 EMAIL graphics@interactivemediasolutions.com.au
MARKETING AND SUBSCRIPTIONS
in the way of chemicals used in the printing process and fossil fuels to distribute the magazine, resulting in a dramatically lowered environmental footprint. John Bigelow Editor
While customer feedback and environmental considerations formed a significant part of our decision to take the plunge and go digital, we were also very
A
s the leading education technology
mindful of the original mission of the magazine,
magazine in Australia, we preach a lot
which was to get quality professional development
about the need to be at the forefront of
information around the use of technology in schools
technology. Therefore, it is only fitting
into the hands of as many working educators as
PHONE 1300 300 552 EMAIL admin@interactivemediasolutions.com.au
that we actually practise as we preach, even if it is
possible, with a view to improving learning outcomes
$57 AUD per annum inside Australia
really scary to do so. To that end, we have recently
for students. This mission was a large part of why our
ACCOUNTS
made some significant changes to the magazine.
subscription prices have not changed in almost 20
PHONE 1300 300 552 EMAIL accounts@interactivemediasolutions.com.au
PUBLISHER
ABN 56 606 919463
As most, if not all, of you are no doubt aware, we
years. Our subscription costs only ever covered the
have been producing a digital version of Education
cost of print and distribution. Now, we can bring that
Technology Solutions since 2010. It is with great
down even further to ensure that everyone can access
excitement that we have noted the steadily growing
Education Technology Solutions. At just $18.90 for the
number of digital subscribers over the last few years.
year, that equates to a little over three dollars an issue.
Following Edutech last year, for the first time since
You cannot even get a coffee for that!
launching the digital version of the magazine, we
If you have subscribed or renewed your
Level 1, 34 Joseph St, Blackburn, Victoria 3130 PHONE 1300 300 552 EMAIL enquiries@interactivemediasolutions.com.au WEBSITE www.educationtechnologysolutions.com.au
finally reached the point where we have more digital
subscription to the print version of the magazine within
subscribers than print readers. This led us to an
the last two issues, your subscription will be extended
interesting juncture. Many of you have been quizzing
to a two-year digital subscription as of this issue, at no
DISCLAIMER
us for years as to why we still produce a print version
extra charge.
The publisher takes due care in the preparation of this magazine and takes all reasonable precautions and makes all reasonable effort to ensure the accuracy of material contained in this publication, but is not liable for any mistake, misprint or omission. The publisher does not assume any responsibility or liability for any loss or damage which may result from any inaccuracy or omission in this publication, or from the use of information contained herein. The publisher makes no warranty, express or implied with respect to any of the material contained herein. The contents of this magazine may not be reproduced in ANY form in whole OR in part without WRITTEN permission from the publisher. Reproduction includes copying, photocopying, translation or reduced to any electronic medium or machine-readable form.
WRITTEN CORRESPONDENCE TO:
Level 1, 34 Joseph St, Blackburn, Victoria 3130 1300 300 552 enquiries@interactivemediasolutions.com.au
of the magazine. Our response was always that we
please visit www.educationtechnologysolutions.com.au
to as many educators as possible. However, as the
and click on the subscribe link at the top of the page.
number of smart devices, tablets, chrome books,
For those of you who have been trying to renew from
laptops, iPads and the like have grown, we have seen a
the website recently, I offer sincere apologies for any
significant shift in the way readers are interacting with
technical difficulties you may have experienced while
the magazine.
we were ironing out the new system, but all is now
Given that we have come from a traditional print publishing background, the idea of abandoning the
working as it should. I would welcome your feedback as we continue to
very model that had seen us establish a position
develop and improve our magazine in its digital format.
as the leading resource for all things education
If you have specific ideas about things you would like
technology seemed downright terrifying. However,
to see more of in the magazine, please do not hesitate
we acknowledge that we need to move with the times
to let us know. I would also encourage you to become
and the wishes of our readers. The shift we have seen
part of our regular digital e-newsletter if you have not
in the data showing us how people interact with the
already. It is full of great articles and information and is
magazine, combined with the feedback from readers
a great addition to the magazine.
and a desire for us to become more sustainable, has
6 | EDUCATION TECHNOLOGY SOLUTIONS
If you are due to renew your subscription, then
wanted the magazine to be as accessible as possible
For the better part of two decades, Education
led us to make the decision that Education Technology
Technology Solutions has been at the forefront of
Solutions, from this issue forwards, will continue in
technological innovation in schools and we look
its digital format. So, what does this mean for you the
forward to working with our readers for many years to
reader? Honestly, not much. You will still have the same
come to ensure that they have the tools and information
six issues per year. You will still have all the same great
necessary to help students achieve the most from
articles from the best minds in education tech. You will
technology in the classroom. To exciting times ahead.
be able to download the magazine so that you can read
We look forward to seeing you at Edutech in June. n
educationtechnologysolutions.com.au
What do World-Class Educators
do differently?
Consider taking a globally recognised, master class in active learning
• So you’ve done GAFE? - Now what? • Are you making the most of your device investment? • Do you want to increase your teaching and learning with digital technologies? • Would you like to progress through the SAMR model? • What skills do you need to take your instruction to the next level?
The International Flipped Learning 3.0 Training and Certification Workshop is a new, active learning certification program developed by a global team of education researchers and educators. The course and certification development was led by Jon Bergmann, one of the pioneers of Flipped Learning and is localised Dr Patricia Cross by master teachers in Australia and New The Flipped Classroom movement is sweeping the world as growing numbers of Zealand. educators are switching to active learning. Active learning has emerged as the foundation of all good instruction and Flipped Learning is the simplest path to active learning.
“Active learning is the grand meta-principle”,
Workshop Attendees will learn: • • • • • • • •
How to turn your classroom into an dynamic and riveting active learning space Why Active learning encourages student engagement, deeper learning, retention How to use Flipped Learning to simplify the transition to active learning How to make the best use of your face-to-face time with students How to get more class-time for hands on activities The best global practices in Flipped and Active learning How to take flipped Learning and active learning to the next level What world class educators do differently
Structure of the Training Prior to the workshops you will be given access to 10 units of online learning developed and presented by Jon Bergmann.
Costs Cost includes access to the Flipped Learning online training course (10 hours of online training) for 60 days (pre and post workshop), two days of face-to-face hands-on training, morning tea, lunch, access to resources created and presented at the workshop and a certificate of attendance. Register online at • AU $519.00 per person www.iwb.net.au/FLworkshops • Group 2+ AU $499.00 per person
Register
Note: the workshop is BYOD so please bring along a device to use throughout the two days that can connect to the venue WiFi.
Brought to you by FLGI and IWBNet
A confirmation email will be sent to you with all required instructions.
| CYBER CHAT
The Power of a Podcast BY BRETT SALAKIS
P
odcasts are by no
Both teachers and parents would
Imagine a series of short podcast
the quality of the learning that is
means the newest trend
generally agree that while technology
episodes where students evaluate
taking place for students. That said,
in education technology
has provided instant access to immense
different components of a topic, or
the more they focus on their notes
but, combined with
amounts of human knowledge, it
critically review a piece of literature.
and getting things accurate the more
traditional pedagogies, using a digital
has become increasingly difficult for
Having students articulate what they
they learn and are likely to remember
tool like a podcast enables students to
students to find credible sources of
have learnt about a topic and then
develop what some educators consider
information and harder for them to
reflect on that creates opportunities for
• Vary the task. Set up tasks where
one of the most underdeveloped skills in
process ‘Google-able facts’ into deep,
students to develop their critical literacy
students podcast in different
the modern era – research skills.
rich reports that go beyond surface-
and learn their topic in an effective yet
formats. Instead of simply delivering
level learning.
very personal way.
one person reading a written speech,
How often do teachers assign a task like writing an information report,
If students can Google a series
Podcasts can be used to:
what they have learnt.
have students interview experts in
only to have students use Google (or
of facts in five minutes, is that a task
• replace written information reports
mock (or real) scenarios; perhaps
sometimes even Siri) and then at best
that is genuinely deepening students’
• allow students to take on other
have students combine for Q&A-
regurgitate the first website found or at
experiences as learners? Do students
characters and develop empathy by
style interviews while taking on
worst simply copy and paste it?
know how to evaluate sources? Do
seeing something through someone
alter egos. The interaction between
teachers provide tasks that force
else’s eyes
two people makes podcasts
In a world of fake news and questionable sources, students now
students to evaluate the research they
• interview experts
more than ever need to revive the dying
have collected? These are often the
• practise articulation and oral
art of research and critical evaluation.
types of arguments that those opposed
presentations without the stress of
live to the Internet or an enclosed
Librarians have been saying this for
to teaching with technology often use.
doing it in front of peers
intranet. Having an authentic
years. Being able to cast an evaluative
The truth is, however, that the Internet is
• evaluate texts and situations
audience where peers and parents,
eye over a piece of text is a skill that
part of everyone’s life and it is not going
• review and summarise.
for example, can access their work
will serve students well, not only during
anywhere. In fact, the Internet of Things
Teachers can even respond with direct
gives students an incentive to
their education; it is a crucial literacy
(IoT) is only going to become more
feedback by leaving comments or
produce quality products.
skill that they will employ well into their
invasive as time goes by.
create their own podcasts to highlight
adult years.
The solution is not to shun away
crucial content.
more interesting. • Do not be afraid to post podcasts
Brett Salakas is the founder of
Accessibility of technology has
from technology, but to leverage it
seen, in many cases (not all), research
and maximise student learning. A
Tips for Podcasting Success
Ed-Chat on twitter) and a moderator of
tasks and report writing evolve from
powerful way to do this is through
• Keep it simple. Avoid high-tech
multiple twitter chats. He is a Primary
a long arduous task where students
podcasting. Once upon a time, a
expensive gadgets. Some apps and
School teacher/leader who, over the
pored over books to collect valuable
complex kit-out was needed to create
online tools make basic podcasting
past 18 years, has taught in South East
information which led to student
a quality podcast, but with the creation
seriously easy. The easier something
Asia and Australia in both public and
discovery to a fast-paced task where
of cloud-based podcasts, it is all too
is, the more likely people will use it.
independent schools. He is passionately
students Google enough facts to
easy for even young students to create
complete the work set by the teacher.
quality podcasts.
8 | EDUCATION TECHNOLOGY SOLUTIONS
#aussieED (the largest Australian
• To err is human. Leaving in a few coughs or ‘umms’ will not destroy
committed to turning educational theory into real classroom practice. n
educationtechnologysolutions.com.au
Simplifying Active Learning Worldwide Friday 14 and Saturday 15 September 2018 | Monash Uni, Melbourne
“Active learning is the grand meta-principle”, Dr Patricia Cross The Flipped Classroom movement is sweeping the world as growing numbers of educators are switching to active learning. Active learning has emerged as the foundation of all good instruction and Flipped Learning is the simplest path to active learning.
In 2018 we will “Flip FlipCon” Prior to attending FlipCon delegates will have access to a 10 hour online training and certification course – Flipped Learning Certification Level 1. This will provide you with fantastic learning, ideas and practical advice before attending the faceto-face conference. On day One of the conference delegates will delve deeply into practical, hands-on workshops we are calling Cohorts (The Individual Space). In each Cohort you will work with a Flipped Learning certified trainer across a number of session times (4 hours in total) to create hands-on, practical resources to take back to school with you and use immediately. On day Two you will select from sessions that will focus on the Group Space (The Extra Time in Class). Some topics will include (subject to change): • Mastery • Active learning • New Flippers • Science/Maths
Keynote 1: Jon Bergmann
• English Art/Languages • Tech Tools • Individual Space work • In-flipping
Keynote 2: Peter Wagstaff
• Group Space work • Higher Ed • PBL • Assessment and Feedback
• Gamification • Inquiry learning • Research • Masterclass with Jon Bergmann
Keynote 3: Errol St.Clair Smith
Attending FlipCon Australia will contribute 10.25 hours (16.25 hours if you attend the Masterclass) of QTC Registered PD addressing 2.6.2; 3.3.2; 6.2.2 from the Australian Professional Standards for Teachers towards maintaining Proficient Teacher Accreditation in NSW.
If you would like to attend FlipCon NZ 2018 “across the ditch” on 7 & 8 September 2018 Find out more @ www.iwb.net.au/flipcon
PRESENTED BY:
Contact Us: flipconaus@iwb.net.au Register Now: flipconaus.com
| EVENTS CALENDAR
EduTECH Australia 2018 7-8 June 2018 International Convention Centre, Sydney EduTECH is Australasia’s largest annual education technology conference and exhibition. In 2018, EduTECH will host a multitude of conferences and masterclasses attended by over
• Access the very best speakers from
ideas are shared, new learning
achievements with the delegates. The
Australia and around the world.
technologies are unveiled and
conference will be held at the Twin
collaborations form that will impact
Waters Resort, Sunshine Coast QLD on
classrooms everywhere. Claim your seat
Thursday 16, Friday 17 and Saturday 18
• Discuss, debate and take away
at the table among education’s most
August 2018.
implementable outcomes.
innovative change agents. You’ll have
• Share ideas, successes and challenges.
• This is a second-to-none networking opportunity. • Tailor-make your own experience
more than 1,000 opportunities to create
Conference Overview
the learning path that works best for you
The conference is focused on school
and covers what’s important to you.
leaders and leading teachers striving to
8,000+ educators, as well as hosting
and choose from eight large
Immerse yourself in powerful ideas and
offer the highest quality programs in:
an official event dinner for 800 guests,
congresses, with multiple streams,
inspirational speakers, while connecting
• mentoring and coaching in a leading
250+ exhibitors and free seminars for
plus focused breakout sessions,
with innovative educators who share
exhibition visitors.
masterclasses and interactive
your passion for transformative learning.
exhibition seminars and displays
Save the date for ISTE 2018!
(not to mention hours of networking
For more information visit https://
functions).
conference.iste.org/2018/
EduTECH is the only event that brings together the entire education and training sector (primary, secondary, tertiary and workplace learning) plus libraries,
by meeting with suppliers in one
renowned speakers all under one roof.
place, at one time.
As a delegate, you can choose
leading digital school • digital technology and numeracy in a leading digital school • digital technology assisting students
• See what is on offer and save time
government, suppliers and world-
digital school • digital technology and literacy in a
with disabilities in a leading
Visit www.edutech.net.au for
2018 Leading a Digital School Conference
Developing the themes:
more information.
digital school.
16-18 August 2018
The conference is structured around
streams designed for your role,
Twin Waters Resort, Sunshine Coast
Four perspectives on leadership:
ensuring you get the most out of your
QLD
• mentoring and coaching • digital technology and literacy
from a wide variety of conference
ISTE 2018
Are you a digital leader in your
Furthermore, EduTECH works with
24-27 June 2018
school interested in all forms of
• digital technology and numeracy
industry to subsidise registration
Chicago, USA
digital leadership?
• digital technology, literacy
costs to make the conference an
Where Inspired Learning Begins
We are very interested in you presenting
affordable and accessible investment in
Unbelievable things happen at the ISTE
at our 2018 Leading a Digital School
your learning.
Conference & Expo. Groundbreaking
Conference to share your work and
professional development investment.
10 | EDUCATION TECHNOLOGY SOLUTIONS
and numeracy and students with disabilities. Calling Presenters: If you would like to
educationtechnologysolutions.com.au
For classroom teachers ™
Friday 31 August 2018
| Melbourne Convention & Exhibition Centre
Literacy and numeracy are a main focus of the Gonski report The K-12 Digital Classroom Practice Conference will take it one step further by highlighting the very direct and contemporary link between digital technology and the teaching of literacy and numeracy. The K-12 Digital Classroom Practice Conference is one of the parallel conferences being run under the National Education Summit banner. The Education Show will be co-located at the venue and is the exhibition component of the event.
The conference theme is:
Teaching literacy | Teaching numeracy – with the support of digital technology This conference has selected as its keynote speaker and presenters a group of teachers highly skilled and experienced in using digital technology to support literacy and numeracy teaching programs. The conference program offers skills based sessions, so come prepared to roll your sleeves up to learn new transferable skills that will lift your literacy and numeracy teaching to even greater heights. The conference will be held in the Courtyard rooms at the MCEC on Friday 31 August 2018.
• Smart practical applications using digital technology • What tools are you going to use? • Embedding Literacy and Numeracy knowledge with digital technology across the curriculum Keynote Speaker
Anthony Speranza will present: How does technology empower the modern learner?
Australian Professional Standards for Teachers For all States and Territories: This conference addresses the following Australian Professional Standards for Teachers. 2.6.2 – Information and communication technology (ICT) 3.3.2 – Use teaching strategies 6.2.2 – Engage in professional learning and improve practice 2.1.2 – Content and teaching strategies of the teaching area (ICT) 3.4.2 – Select and use resources 4.5.2 – Use ICT safely, responsibly and ethically 6.3.2 – Engage with colleagues and improve practice In addition:
Costs Your Registration Fee includes; arrival tea/ coffee, morning tea, lunch, access to the Education Show (co-located at the same venue), certificate of attendance, access to keynote address and access to the breakout sessions of your choice. Early Bird (until 30 June 2018) AU $315.00 pp Standard (from 1 July 2018) AU $365.00 pp For more information about costs, program options and how to register go to: www.iwb.net.au/classroompractice
Attending the K-12 Digital Classroom Practice Conference will contribute 6 hours and 40 minutes of QTC Registered PD addressing 2.6.2; 3.3.2; 6.2.2 from the Australian Professional Standards for Teachers towards maintaining Proficient Teacher Accreditation in NSW.
| EVENTS CALENDAR
conference. (If you have already completed the online course, please contact us for a special offer) On Day One of the conference delegates will delve deeply into practical, hands-on workshops we are calling Cohorts (The Individual Space). In each Cohort you will work with a Flipped Learning certified trainer across a number of session times (four hours in total) to create handson, practical resources to take back to school with you and use immediately. The Cohort sessions to choose from are: • Cohort 1: Masterclass for Leadership & Professional Developers, with Jon Bergmann • Cohort 2: First-year Flippers, with Aimee Shackleton • Cohort 3: Flipped Mastery in Maths and Science, with Steve Griffiths and Stephen Crapnell • Cohort 4: Flipping Humanities, with Ryan Gill • Cohort 5: Flipping the Primary Classroom, with Matt Burns • Cohort 6: Are you ready? Preparing our students for learning, with Kirsten Schliephake and Barbara Macfarlan • Cohort 7: But do I really need to know this?, with Sophie Karanicolas • Cohort 8: Gamification in the flipped classroom – Making mastery learning explicit and
The conference theme for this
• Grant Jones
Leading a Digital School Conference,
year’s conference is Teaching literacy
• Aaron Davis
please email to team@iwb.net.au for
| Teaching numeracy – with the
• Lisa Connell and Chris Drake
On Day Two you will select from
more information.
support of digital technology.
For more information visit www.iwb.net.
sessions that will focus on the Group
au/classroompractice
Space (The Extra Time in Class).
know more about presenting at the 2018
This conference has selected as
effective, with Pete Whiting
Some topics will include; Mastery,
its keynote speaker and presenters a
The K-12 Digital Classroom Practice Conference
group of teachers highly skilled and experienced in using digital technology
FlipCon Australia 2018
Science/Maths, English/Art/Language,
Friday 31 August 2018
to support literacy and numeracy
Monash College (Monash University),
Primary, Tech Tools, In-Flipping,
Melbourne Convention & Exhibition
teaching programs.
Collins Street Centre, Melbourne
Gamification, PBL, Inquiry Learning
14-15 September 2018.
with Jon Bergmann.
Centre
The conference program offers
Active Learning, New Flippers,
Where Inspired Learning Begins
skills-based sessions, so come
In 2018 we will “Flip FlipCon”
The Keynote speakers at this
The K-12 Digital Classroom Practice
prepared to roll your sleeves up to
Prior to attending FlipCon, delegates
conference will include:
Conference is one of the parallel
learn new transferable skills that will lift
will have access to a 10-hour online
• Jon Bergmann
conferences being run under the National
your literacy and numeracy teaching to
training and certification course –
• Peter Wagstaff
Education Summit banner.
even greater heights.
Flipped Learning Certification Level
• Errol St.Clair Smith
Sessions will be presented by:
1. This will provide you with fantastic
co-located at the venue and is the
• Anthony Speranza
learning, ideas and practical advice
For more information visit www.iwb.
exhibition component of the event.
• Aimee Shackleton
before attending the face-to-face
net.au/flipcon/au n
The Education Show will be
12 | EDUCATION TECHNOLOGY SOLUTIONS
educationtechnologysolutions.com.au
|
Twin Waters Resort
|
Sunshine Coast
“ride the crest of a wave” with educational digital technology for school leaders and teachers (K-12)
Mentor and coach staff at all levels as they strive to offer the highest quality programs in: • Teaching literacy supported by digital technology • Teaching numeracy supported by digital technology • Teaching students with disabilities supported by digital technology
Tightly focussed professional learning around real, current themes for schools
Expert Keynote Speakers
Keynote 1: Professor Kathryn Moyle Leading digital learning
Keynote 2: Dr Jon Callow
Keynote 3: Dan Haesler
Expanding our understanding of literacy using multimodal and digital texts
Leading change
Twin Waters Resort 8 minutes from Sunshine Coast Airport Accommodation from $159 per night
Spotlight Presenters
Eddie Woo
Christine Roberts-Yates
June Wall
Lou Deibe
Find out More and Register @ www.iwb.net.au Email: team@iwb.net.au Call: +612 4647 0783
Mark Burgess
Tamara Sullivan Ormiston College Students
Twin Waters Resort - Sunshine Coast, August 2018
Thursday 16, Friday 17 and Saturday 18 August 2018
gram o r P - New e u n e New V
| INTERACTIVE LEARNING
THE IMPACT OF THE UNINTENDED ON THE DIGITAL EDUCATION OF THE WORLD’S YOUNG 1993–2016 BY MAL LEE AND ROGER BROADIE
14 | EDUCATION TECHNOLOGY SOLUTIONS
educationtechnologysolutions.com.au
The history of the digital education of
believed they were in total control and
the world’s young over the last 20-plus
did not need to change or address
years reveals the natural unintended
the megatrends.
and unplanned enhancement has been
the naturally evolving, is a new reality
the planned.
and a major variable that needs to be
The emergence of the digitally
better understood by all associated
connected family, the global adoption
with the education of the world’s
of the laissez-faire model of digital
young. While the focus here is on
education, the historic change in the
the megatrends, the digital revolution
nature of youth and youth education,
has impacted every facet of people’s
the very young’s embracement of
lives, fundamentally changing the way
touch screen technology, the global
all ages and organisations go about
move to 24/7/365 mobile learning and
their daily business. That now begins
the facility for the illiterate young to use
with the opening of apps and not the
the networked world were all a natural
newspaper. Not even schools can
consequence of the digital revolution.
escape that impact.
The same natural unintended
In examining the digital education
flow-on was evidenced throughout
provided worldwide in the period
society. None of the developments
1993–2016, in and outside the schools
were planned. All evolved naturally,
it was those that simultaneously
were unintended and cost
saw the megatrends, recognised the
governments nothing.
importance of going digital, and had
In contrast, all the planned, highly
the agency and the leadership that
resourced and tightly controlled efforts
succeeded in shaping the evolving
by governments and schools of the
megatrends to advantage. This was
world to enhance the young’s digital
evidenced in the digitally connected
education had miniscule impact (Lee &
families of the world, those exceptional
Broadie, in press). None of the hyped
schools that normalised the use
national ICT or digital technology plans,
of digital and the digital masters in
or the plethora of politically motivated
business (Westerman et al, 2014).
roll outs of the latest technology, or the
They recognised the importance of
billions spent on those initiatives, go
digital underpinning all, of identifying
close to matching the enhancement
and using the megatrends, of operating
brought by the unintended.
as self-regulating units and playing a
That said, the success of the
lead role in shaping the desired future
unintended was markedly aided by
(Katzenbach & Khan, 2009; Helbing,
astute individuals, singly, in families
2014; Kane et al, 2017; Lee & Broadie,
and organisations, who understood
2016).
how to shape the megatrends to
educationtechnologysolutions.com.au
The prevalence of the unintended,
far greater and far more effective than
Kane, in commenting upon the
advantage, and the shortcomings
2017 MIT Sloan study of digital
of the totally planned were amplified
transformation, observed, “The need
by governments and schools that
for transformation won’t abate, even
EDUCATION TECHNOLOGY SOLUTIONS | 15
| INTERACTIVE LEARNING
if you successfully transform. It involves ongoing scanning of the environment to recognise evolving trends, continual experimentation to determine how to effectively respond to those trends, and then propagating successful experiments across the company.” Everyone understood the
THE ONLY WAY GOVERNMENTS AND SCHOOLS CAN EFFECTIVELY IMPACT THE DIGITAL EDUCATION OF CHILDREN IS TO RECOGNISE THE GLOBAL USE OF THE LAISSEZ-FAIRE MODEL AND WORK TO COMPLEMENT AND ENHANCE THAT MODEL.
imperative of continually identifying, building upon and shaping the evolving megatrends, the necessity of continually adapting operations and accommodating the unintended in planning, and the importance of simultaneously accommodating planned linear enhancement and unintended non-linear developments (Thorpe, 1998; Economist Intelligence Unit, 2015). Moreover, they appreciated that most operations, particularly in organisations like schools and businesses, do have to be carefully planned, managed and measured, but that there are a growing number related to the megatrends that do not and should not, and that it requires an astute leadership to get the balance right and to optimise the desired unintended benefits. The businesses of the world particularly recognised the imperative of getting that balance right and the very real danger of disregarding or resisting the megatrends. All were very aware of what Solis (2014) referred to as Digital Darwinism, “…the phenomenon when technology and society evolve faster than an organization can adapt”. Over the last 20-plus years, as detailed in the forthcoming book, Digitally Connected Family, most governments and schools did not see – or opt to see – the megatrends, placed limited importance on the digital operational mode, and saw no need to distribute their unilateral control of digital education or to lead the way in shaping a mode of schooling for an exponentially evolving digital and socially networked society. As far back as the early 1980s, Naisbitt (1984)
16 | EDUCATION TECHNOLOGY SOLUTIONS
educationtechnologysolutions.com.au
wrote in Megatrends of the need
adopted the laissez-faire model of
or research bid will be aware of the
lead in the digital education of the
for the likes of schools to look to,
digital education, using it unwittingly
mindset, the detail required and the
young, and indeed the wider family,
“…a network model of organisation
24/7/365, continually enhancing
underpinning idea that every outcome
having normalised the whole-of-
and communication, which has its
their capability. It is a new global
can and must be identified.
family use of digital technology for
roots in the natural, egalitarian and
norm that goes hand-in-hand with
spontaneous formation of groups of
the ubiquitous use of personal
that the school was a unique,
in press) and being part of the 3.4
like-minded people”.
mobile technology.
stand-alone, gated community
billion plus (ITU, 2016) connected
unaffected by the wider digital
people using digital every day.
Most chose instead to do what
The other new but now long-
There was also the assumption
at least a decade (Lee & Broadie,
they had done for aeons and provide
established norm is that children
and socially networked world. The
Critically, they have done it naturally,
what they believed was best for
from two to three years onwards
global impact of the unintended and
successfully, efficiently, at no cost to
the young, within the physical
will, for the rest of their lives, take
natural evolution has shattered that
government and without any grand
place called school, using a highly
charge of their own digital education,
convenient illusion.
plan. Schools and governments have
structured linear education where
learning how to use what they want
While mention has been
every aspect was meticulously
when they want (Chaubron, 2015). It
made in previous articles on the
planned and controlled. They
will, on the experience of the last 20-
natural evolution of the digitally
believed they could, with the help
plus years, be a highly individualised
connected family (Lee & Broadie,
Connected Family, governments and
of the experts, provide the desired
digital education, where each person
2017a), the laissez-faire model of
schools could play a significant role
digital education within the walls of
shapes the evolving technology
digital education (Lee & Broadie,
in enhancing the digital capability
the traditional hierarchical industrial
as desired.
2017b) and the pre-primary digital
of children and go some way to
normalisation (Lee & Broadie,
redressing the shortcomings of
and schools can effectively impact
2017c), it bears reflecting on another
the laissez-faire model, but it will
the digital revolution until today,
the digital education of children is
very recent unplanned development
require a major rethink on the part
they implicitly believed they could
to recognise the global use of the
that is already on trend to be another
of governments and their educators.
control, and if need be, resist the
laissez-faire model and work to
game changer. Largely unnoticed
They will need to acknowledge
global megatrends, and decide
complement and enhance that model.
in the developed world, all the main
the natural unintended evolution,
mail and messaging services have
recognise they can only ever shape the megatrends, acknowledge they
age organisation. Tellingly, from the outset of
The only way governments
which aspects should be banned and
played little or no part in that natural unintended evolution. As is argued in Digitally
The Implications
in the last couple of years taken
This was particularly evidenced
The implications that flow from the
advantage of the developments
are part of a networked society and
in their choice of ‘appropriate’
natural evolution and the unintended
in artificial intelligence, voice
appreciate that if schools continue
technologies, the banning of all
on the digital education of children
recognition and video compression
as stand-alone insular institutions,
others and their rejection of the
are profound and on trend to grow.
to provide a simple-to-operate, multi-
they will continue to be dealt out of
mobile revolution. In 2016, judging
As the exponential nature of Moore’s
modal communications facility. One
the play.
from the inordinate level of control
Law kicks in, so the unintended
can dictate a note with 95 percent
imposed externally and internally
impact of the digital revolution will
accuracy (Google, 2014), send a
on most teachers’ use of digital
accelerate and widen (Helbing,
text, audio or video with a couple of
admin@interactivemediasolutions.
technology (Lee & Broadie, in press),
2014).
clicks. All these facilities are available
com.au
prevented from disrupting teaching.
governments likely believed they
The implications for governments,
on a US$22 smartphone in Nairobi. Overnight, the illiterate or semi-
For a full list of references, email
Mal Lee is a former director of schools, secondary college
had total control of the young’s
education authorities, schools and
digital education.
education researchers are particularly
illiterate young of India, China, Africa
principal, technology company
profound. Those who have worked
and the Americas found themselves
director and now author and
plus years ago. They were slow to,
in education, and particularly
able to use their verbal and visual
educational consultant. He has
or did not, understand that at least 80
educational administration and
intelligence to communicate with the
written extensively on the impact
percent of the young’s learning time
research, will be aware of the
networked world, using YouTube and
of technology and the evolution
annually was and is spent outside the
belief by those in government, the
the like, without having to use text or
of schooling.
school walls. While they unilaterally
bureaucracy and school leadership
the keyboard. They suddenly had, in
controlled the artificial world behind
that all operations must be planned,
a US$22 smartphone, an educational
experience helping schools get the
the school walls, they had long been
documented, reported upon,
tool that took them into a digital world
maximum impact on learning from
dealt out of the main game.
evaluated and quantified, with nothing
that would enhance their education,
technology. He is the Naace Lead for
left to chance. Allied was the premise
literacy and life chances – regardless
the 3rd Millennium Learning Award.
have long taken control of digital
that all change had to be linear in
of schools or government.
In his 30-plus years of working at the
education from near the beginning
nature and controlled. There was –
of the children’s life onwards
and is today – no place for natural
Conclusion
he has worked with a huge range
(Chaubron, 2015; Lee & Broadie,
evolution, unintended benefits or
Over the last 20-plus years, the
of leading schools, education
2017c). From the 1990s, all within
non-linear development. Those who
young and the digitally connected
organisations and policymakers in
digitally connected families naturally
have prepared a grant, innovation
families of the world have taken the
the UK and Europe. n
Ironically, they lost control 20-
Young people and their families
educationtechnologysolutions.com.au
Roger Broadie has wide
forefront of technology in education,
EDUCATION TECHNOLOGY SOLUTIONS | 17
| FEATURE
18 | EDUCATION TECHNOLOGY SOLUTIONS
educationtechnologysolutions.com.au
THE DILEMMA
OF THE
LONE INNOVATOR AND ORGANISATION-WIDE TECHNOLOGICAL CHANGE BY PETER WEST
Innovators are the lifeblood of
needs to facilitate a core uniform
education. They take the available
vision and framework across the entire
technology and use it to drive
institute. The organisation should then
education forward. They are
‘flesh out’ this vision, providing support,
enthusiastic and forward thinking. They
a central framework and training for
should be celebrated and nurtured.
all staff. The alternative is scattered,
However, if they are all that an
ineffective and ad hoc change.
organisation is relying on to move ahead, the organisation is failing
Encourage and Support the
its students, staff, parents and the
Innovators and the Rest will Follow?
future. The organisation is abdicating
Some organisations use lone
responsibility in a key area, as it needs
innovators as their change paradigm.
to be responsible for providing a
They are hoping that one (or a few)
unifying vision for technology-enhanced
innovators will enthuse and encourage
and evolved learning. The organisation
others to follow.
Figure 1: A lone innovator (orange) is forging ahead. Other teachers (grey lines) follow, causing the organisation as a whole to move ahead. An unlikely scenario.
educationtechnologysolutions.com.au
EDUCATION TECHNOLOGY SOLUTIONS | 19
| FEATURE
Figure 2: An organisation at the start of the change process. The lone innovator (orange) is a little ahead of other teachers at using technology to enhance learning.
Yet the reality is that lone innovators tend to influence a few others; the teacher in the next classroom or in the same faculty area who looks at the change and decides to ‘give it a try’.
Figure 3: Those who follow the lone innovator ideally replicate the core principles of the change.
However, those who follow an innovator’s lead sometimes take some aspects of change, but disregard or modify other aspects of the change. Thus, directions can diverge quite quickly.
Figure 4: In reality, implementation of the core principles may vary, causing approaches to diverge.
20 | EDUCATION TECHNOLOGY SOLUTIONS
educationtechnologysolutions.com.au
When in Doubt, do More? Some organisations understand that one or two innovators are not enough to create rapid modernisation of education. The solution? Get more innovators. Surely this will produce the required changes?
Figure 5: Multiple innovators, and the effect that is hoped for.
However, without a unifying vision, direction and goal, there may be a wide range of approaches. Some may use different methods to achieve the same thing. (Note the different ways may all be good. However, there needs to be a consistent way to do the same core activity across the organisation to reduce confusion and cognitive load for students, staff and parents.) Some initiatives may even be counter to the direction anticipated by the organisation.
Figure 6: Multiple innovators choosing different goals and different ways to achieve the same result.
Teachers who then follow the innovators tend to interpret and implement the change incompletely, and may introduce variations, with the result shown in Figure 7. Figure 7: Multiple innovators with multiple ‘followers’ producing divergent approaches.
educationtechnologysolutions.com.au
EDUCATION TECHNOLOGY SOLUTIONS | 21
| FEATURE
It is much more effective and efficient for the organisation to determine the end result that is needed, ensure all innovators are supported and agree on that goal, and then have all teachers using time productively to achieve these goals.
Figure 8: Multiple innovators with multiple ‘followers’ producing consistent results, with individuals moving forward at their own pace.
Organisation-wide Focus and the Death of Individuality?
the greatest bunch of individual stars
Some people think a structured,
dime.” – Babe Ruth.
in the world, but if they don’t play together, the club won’t be worth a
well thought out and implemented organisation-wide vision kills
It is 2018
individuality and creativity. This is
School students are children of
not correct.
the 21st century. All were born in
We need to stop thinking in
this century, yet are they all being
"ORGANISATION-WIDE APPROACHES ARE THE CORE, GUIDING VISION AND STRUCTURES THAT ARE NEEDED FOR CONSISTENCY AND EFFICIENCY; TEACHERS ARE FREE TO WORK OUTSIDE THIS CENTRAL PILLAR."
terms of absolutes, of black and
exposed to 21st century learning and
white with no room for grey, and of
teaching, or are some being forced
organisation-wide focus being mutually
to live through teaching and learning
produce organisation-wide change,
that they have become reinvigorated.
exclusive to individuality and creativity.
environments that are remnants of a
and eventually country-wide change.
Others are creating amazingly
Organisation-wide approaches are the
past that should be long gone?
core, guiding vision and structures
Administrators need to take
Resources and sufficient time
dynamic and innovative classrooms.
need to be provided for training and
Traditional academic results have also remained high.
that are needed for consistency and
responsibility to ensure that
professional development – and it needs
efficiency; teachers are free to work
education is leveraging the best
to be consistent and long-term. The
However, my school is not ‘there’
outside this central pillar.
that technology has to offer while
days when a 21st century education
yet. We have a long way to go. This is
retaining the best of the traditional
depends upon whether a student has
the biggest change in education in over
Team of Stars or Team of ‘Teamwork’ Players?
classroom. Administrators need to
the ‘right’ teacher should be long gone.
a hundred years. It is not going to be
The concept of core principles, vision
ensure that improvements occur
and structure is common in life. For
across entire schools, not just the
My school has been on the path of
of modernising education and how long
example, sports such as basketball
classrooms of the lone innovators.
school-wide change to technology-
will you take to ‘get there’?
and football have core rules and
If leaders do not choose to lead and
enhanced learning and blended
approaches. This does not prevent
provide clear direction, individuals
learning for over six years. It has been
Peter West is Director of eLearning
individuals from choosing their own
will find their own path. It is unlikely
a structured, consistent approach with
at Saint Stephen’s College in Australia.
path and showing their creativity
these individual paths will align
clear vision, goals and support from
He has over 15 years experience
and talent.
and they may even take people in
the top levels of administration – the
leading K12 schools in technology-
conflicting directions.
school board, principal and executive
enhanced education, particularly
Similarly, education needs
quick and easy.
provide solid leadership and then
It Takes Time
Where is your school on this path
strong teams while also
Administrators need to stop
team. Teachers have a large amount of
blended learning using online learning
supporting individuals.
leaning on innovators and need to
flexibility and support while still working
environments. He can be contacted at
start supporting and rewarding them,
within the central change paradigm.
pwest@ssc.qld.edu.au or at
and then leverage their good work to
Some experienced teachers have stated
www.blended-thinking.com n
“The way a team plays as a whole determines its success. You may have
22 | EDUCATION TECHNOLOGY SOLUTIONS
educationtechnologysolutions.com.au
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| PLUGGED IN
TECHNOLOGY OVERLOAD WHY TOO MUCH TECH CAN MAKE TEACHERS’ LIVES HARDER BY SUE BEVERIDGE
22 | EDUCATION TECHNOLOGY SOLUTIONS
educationtechnologysolutions.com.au
Technology in the classroom has
Narrowing Down the Choices
come a long way. In the past 50
Rather than be dazzled by the plethora
years, technology has advanced from
of various technologies available
overhead projectors and handheld
for classrooms, it is time to get
calculators to smart screens and
back to basics; to make decisions
internet-connected devices, not to
pragmatically. When it comes to
mention a myriad of software now
classroom technology, the ultimate
available, all with the view of improving
outcome is increased learning.
participation and learning. In such a
By applying the learning lens to
short space of time, the advancements
technology, teachers can better
in education technology have been
determine the educational benefits of
truly astounding! So why has there
various technologies, choosing the
been so little impact on achievement?
ones which will best serve them in
This issue was raised at a recent roundtable discussion at SMART’s
the classroom. These decisions do not always
Inspiring Greatness conference in
involve teachers, but rather IT
Sydney. The panellists agreed that
managers. Teachers should absolutely
while there are many factors at play,
have a say in what technology is used
one of the biggest issues is that
in their classrooms, with school IT
the pace of technological change is
managers providing support in terms
so fast, it is almost impossible for
of current research and technology
teachers to keep up – there is so
updates. It has also been suggested
much new technology available that
that students should be involved in
many teachers are suffering from
the process of choosing classroom
technology overload. The expectation
technologies, as understanding what
that a teacher might stay abreast of
technologies students are using in their
every technological advancement and
own lives enhances the significance of
to be constantly upskilled is simply too
their learning at school.
much to ask. Teachers cannot know
educationtechnologysolutions.com.au
everything about every technological
Professional Development
innovation. And that should not
In the same way a teenager would not
be expected.
be expected to get in a car and drive
EDUCATION TECHNOLOGY SOLUTIONS | 23
| PLUGGED IN
without first taking lessons, teachers
right through to quality professional
should not be expected to instinctively
development. There have been 50
know how to best utilise classroom
years of technological advancements
technology. There are probably dozens
with very little impact on learning
of functions on smartphones that
outcomes – but if the focus is shifted
most people do not even know exist
away from the technology itself and
– and classroom tech is no different.
teachers instead start looking more
Without being adequately trained, the
holistically at how it is being used
best technology in the world will not
for learning in the classroom, they
improve learning if it is not being used
will see significant improvement in
to its full potential.
learning outcomes.
One of the easiest ways to start
Where schools have taken up this
“ONE OF THE BIGGEST ISSUES IS THAT THE PACE OF TECHNOLOGICAL CHANGE IS SO FAST, IT IS ALMOST IMPOSSIBLE FOR TEACHERS TO KEEP UP.”
teaching standards. In these settings, students can also become coaches who are the experts in the school’s software and devices, who can then inspire their teachers and peers. The schools provide opportunities for teachers to share their practices and demonstrate software and device use in context. Learning from each other in this way, in bite-sized chunks relevant to syllabuses and with trusted colleagues, enables the teachers in these schools to be confident users of technology
improving learning outcomes in
challenge they have implemented a
schools is by adequately training
range of solutions. Schools that are
teachers on how to properly use
leaders in educational technology
the technology. Generally, when
integration have a five-year strategic
systems and schools implement
plan that is agreed by all stakeholders,
new technology, the professional
where purchasing is not piecemeal
development of teachers is rarely
and is governed by the best fit for
costed into the rollout. Yet it is
learning. Teachers are bower birds
ultimately the most important aspect;
who seek out and pick up the best
making sure the technology the system
ideas for their students, so they do
a relentless focus on learning both for
or school has invested in is being used
not necessarily want to be channelled
students and teachers. Teachers elect to
Education Advisor at SMART
to its fullest potential. Without training
into a single solution. Therefore, in
train as specialists in technologies such
Technologies, a leading provider of
the teachers, the technology is likely to
educational technology selection it is
as Apple, Microsoft, Google and SMART
technology solutions that enable
be unutilised.
important to look at interoperability
so they become coaches for teams
inspired collaboration in schools
so that teachers are not the ones
across the school. This provides the
and workplaces around the world
Remember why Teachers are Here
solving issues such as version control
teachers with additional qualifications
by turning group work into a highly
software updates and so on, taking
and leadership opportunities, enabling
interactive, engaging and productive
At the end of the day, despite the rapid
precious time away from teaching.
them to address their professional
experience. n
for learning. There are many examples across Australia of outstanding work in schools; it is important to showcase these practices so that all schools can learn from each other to focus on the future of learning.
In these leading schools, there is Sue Beveridge is an ANZ
advancements in technology over the past 50 years, education has not changed its goals. Teachers are there to provide an education, to instil in children a love of learning and to help young people make sense of their world. Technology is just one of the many tools they can use to help them do this. There are many contentious issues in education, but the one thing most agree on is that there is no single factor more important in education than the quality of the teacher. There can be the most advanced classroom technology in the world, but without a teacher who can properly implement it, who can inspire the class to get excited about learning, then the benefit of the technology has not been realised. To start seeing technology make a positive impact on learning outcomes, teachers need to be supported more; from purchasing decisions
24 | EDUCATION TECHNOLOGY SOLUTIONS
educationtechnologysolutions.com.au
ETSP.
| COVER STORY
BITCOIN One Solution For The M In STEM When Integrating Learning In Primary School Classrooms BY JANE HUNTER AND GAYA PILLAI
26 | EDUCATION TECHNOLOGY SOLUTIONS
educationtechnologysolutions.com.au
N
Recent research in eight NSW public
electricity, greenhouses, sustainability,
schools used the High Possibility
earthquakes, the solar system and
Classrooms (HPC) framework to
Newton’s three laws of motion in rich
build teacher capacity and confidence
and exciting ways. Innovative strategies
in teaching Science, Technology,
and processes were common in all
Engineering and Mathematics (STEM).
classrooms. They included students,
Results show that a pedagogical
for example, building farmbot-style
framework like HPC is highly effective
prototypes, electric circuits and scaled
in increasing teacher agency,
garden beds to demonstrate their
leadership skills and subject matter
learning in STEM.
knowledge in the STEM disciplines. The 37 teachers who participated
In one Stage 2 classroom, students
process of inquiry in an action learning
(aged eight and nine) were building
approach. Teachers developed
a model using an engineering design
integrated term-long units of work in
process and their teacher also used
the four STEM disciplines and, when
Bitcoin to stimulate student interest in
the Arts and Humanities were included,
mathematics, which is possibly a first
they became powerful STEAM
for a NSW primary school.
learning sequences. Almost 1,000 students in the
educationtechnologysolutions.com.au
Bitcoin in the classroom
in the studies used an overarching
However, as reported a few months ago in an article in Bitcoin News
teachers’ classrooms responded
(August 2017), Keiren Nolan, a teacher
to what they were learning about
at Wooranna Park Primary School
EDUCATION TECHNOLOGY SOLUTIONS | 27
| COVER STORY
in Victoria, is enabling his students to explore cryptocurrency from a young age and his students have developed a school currency known as Wooranacoin.
Ten things to Consider Before teachers think more about the possibilities of Bitcoin in their primary school classroom, there are ten points they might want to consider: 1) What is Bitcoin? Bitcoin is a peer-to-peer electronic cash system. It was conceptualised by
"EVEN IF DIGITAL CURRENCY NEVER REALLY TAKES THE PLACE OF FLAT MONEY, THE BLOCKCHAIN TECHNOLOGY UNDERLYING IT IS CHANGING THE WAY PEOPLE DO TRANSACTIONS AND CONTRACTS."
Satoshi Nakamoto but nobody is sure if this is a person or a group of people
it is changing the way people do
acting under a pseudonym, with the
transactions and contracts. In the
latter being more likely. The white paper
future, musicians might attach their
on Bitcoin was published in October
music to a ‘smart contract’. Each
2008 and the Bitcoin software was
time their song is downloaded, people
released on the 9th of January 2009.
will automatically be charged a fee, eliminating pirating, middle operators
2) What gives Bitcoin its value?
and ensuring that these artists are no
Bitcoin can be ‘mined’ by solving
longer getting ripped off.
complex maths problems. Each time a Bitcoin is mined, the transaction
5) Smart contracts on the blockchain
is etched into the ‘blockchain’ (a
will revolutionise the way people
continuously growing list of records
interact
– ‘blocks’ – that are linked and
Smart contracts are a revolutionary
secured using cryptography) sent to
way of thinking about contracts.
the entire distributed ledger (network
Instead of entrusting a central body to
of participants). Subsequent maths
manage transactional information, such
problems become harder and harder
as a bank, trust is instead distributed
to solve. In fact, the algorithms have
throughout the entire blockchain,
become so complex to solve that it
making it much harder to tamper
currently requires a warehouse of
with. Information about a transaction
supercomputers working in unison day
must be changed on each and every
and night to solve them and mine one
block on the blockchain and 100s or
Bitcoin. The time and energy expelled
1000s or millions of people verify the
in this mining process gives Bitcoin its
information at any given time in order
inherent value.
to discredit a transaction.
3) Bitcoin is beside the point
6) Bitcoin in the classroom
Now who Satoshi is and whether his
The mathematical element of Bitcoin
white paper is all a hoax is beside the
lends itself quite well to the classroom
point. The real value lies in the concept
and a lot of fun can be had getting
of the blockchain that people have
creative with this. Students can battle
now started to embrace and adapt into
it out solving math problems and
different aspects of life.
collect Bitcoin as rewards. Any Bitcoin collected can be updated and recorded
4) Bitcoin is more than just a currency
on each student’s ledger, which is
Even if digital currency never really
replicated identically and distributed
takes the place of flat money, the
throughout the classroom. The class is
blockchain technology underlying
essentially the blockchain.
28 | EDUCATION TECHNOLOGY SOLUTIONS
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| COVER STORY
7) The future will involve being
can be replicated in fun, engaging
conveyancing may become
it is exciting students about their
immersed in the blockchain
and relevant ways in primary
completely automated. In this
learning in STEM.
This is why it is an essential part of
school classrooms.
instance, conveyancing functions can be written into computer programs
good financial literacy. Understanding
Jane Hunter PhD is a former
how the blockchain works will
9) The possibilities for Bitcoin are
which use smart contracts to
primary and high school teacher
prepare school-aged students for
endless
confirm transactions with the entire
and is currently conducting a series
a very different financial landscape
Bitcoin is only the start. There are lots
blockchain on a distributed ledger
of postdoctoral research studies
than the current one. Many of the
of other cryptocurrencies in the form
system. A good understanding of
in STEM education in Australian
next generation of entrepreneurial
of coins and tokens being created by
blockchain technology, distributed
schools. She also teaches in the
endeavours will centre on
start-ups and companies around the
trust and the ledger system will
School of Education at the University
blockchain-related business models
globe right now. In the not too distant
contribute towards future-focused
of Technology Sydney. Jane can be
and businesses that incorporate
future, there may even be opportunities
learning and support the preparation
contacted on Twitter @janehunter01
blockchain-related applications.
where each coin specialises in a
of students to take their place as
particular transaction. For example, one
active global citizens.
Gaya Pillai B. Arts. M. Teach is a teacher at Lakemba Public School. She
8) Integrated learning through the
particular coin may specialise in real
blockchain
estate transactions such as registering property, while another may facilitate
Interested in taking Bitcoin further?
in a STEM education research study
The blockchain can be replicated in the classroom. In fact, it is
transactions of energy stored and sold
If readers are using Bitcoin in the
has a passion for future-focused
the perfect place to replicate the
to the grid via solar panels in a home.
classroom, please contact either of
learning and has taught programming
the two authors – they would like to
and computational thinking for four
blockchain. This is achieved through
and her Year 3 class were participants conducted by the lead author. Gaya
integration of learning areas such
10) Automation of the workforce
understand what you are doing and
years in K–6 classrooms. Gaya can be
as drama, mathematics and science
Many future jobs will be automated.
how you are linking Bitcoin to the
contacted via email at
– the distributed ledger system
For example, in the legal world,
syllabus/es and, importantly, how
Gayathri.pillai2@det.nsw.edu.au n
30 | EDUCATION TECHNOLOGY SOLUTIONS
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| FEATURE
TAKING ONE GIANT LEAP BY EMILY ROZANC
“From a young age I have been fascinated by the stars, planets, galaxies, universe (and the potential multiverse), black holes, nebulae, theories, space travel and the possibility of travelling close to the speed of light! My passion for the cosmos has been shared with me throughout my life by my parents – particularly my dad. He sparked this curiosity of the unknown.”
What you have just read is an excerpt
The foundation inspires students to
far my email would travel and the
(NASA) astronaut. To say it was an
from the email that changed my life.
get involved in STEM, discovering
unforgettable surprise that was in
emotional moment for all involved
My name is Emily Rozanc and I am
possibilities and pathways they
store for me on the 9th of June 2017!
is an understatement. There were
the inaugural student ambassador for
never thought possible. I am one
One regular afternoon at school
the One Giant Leap Foundation (OGL).
such student.
tears aplenty.
assembly, Years 7–12 headed to the school hall. We had the privilege of
3... 2... 1… Blast-off!
Sydney. I attend St Mark’s Catholic
school teacher) came home from
listening to a real-life astronaut (Greg
The 27th of September rolled
College in Stanhope Gardens and am
work talking about an exciting visit
Chamitoff) talk of the experiences that
around so fast. Our OGL crew of 43
currently in Year 11.
to her school by OGL. This was the
led him to fly into space as part of
Australian primary-aged children and
My school has been very
first time I had heard of Space Camp
the STS-134 crew on Space Shuttle
teens (and bigger kids too) landed
supportive of my learning journey
and the One Giant Leap Foundation.
Endeavour. As Greg was wrapping
in California.
and my extra-curricular ventures.
Mum explained that there were two
up his presentation, he invited Bob
Alongside my school, I have been
scholarships for senior primary
Carpenter OAM (OGL Director) to the
Johnson’s art studio: an amazing
most fortunate to receive support,
children to go to Space Camp in
stage. It was at this moment I started
artist contracted with the Disney
guidance and encouragement from
Huntsville, Alabama. I thought, “How
to feel quite nervous. Something was
Channel and other major companies.
OGL – a centre focused on all things
lucky are these kids! Nothing like
up and, before I knew it, my legs
Some of his art is interactive in that
Science, Technology, Engineering
that ever happens at our school. I
were carrying me to the stage where
it can be worn. All of his creations
and Mathematics (STEM). OGL not
wish I could go or even have a shot
I received a scholarship from the
were made out of cardboard – Star
only takes kids to Space Camp in
at applying.” I had never heard of
U.S. Embassy to go to Space Camp.
Trek spacecraft, small houses,
the US; it also promotes and runs
Australian students going to ‘space
I was so incredibly overwhelmed by
bikes and even cameras! After an
a number of exciting programs,
camp’, so I jumped online to see
it all and more than a little star-
interesting talk to Kiel about how he
such as Destination Imagination,
who OGL was and, that night, I sent
struck at meeting my first National
developed his passion, we headed
drone education and Zero Robotics.
off an email. Little did I know how
Aeronautics and Space Administration
to Northrop Grumman. Here, we
I am 15 years old and live in Western
32 | EDUCATION TECHNOLOGY SOLUTIONS
Last May, my mum (a primary
Firstly, we marvelled at Kiel
educationtechnologysolutions.com.au
spoke to engineers working on the
We arrived at Space Camp on the
The mock missions were a great
top of a five-metre telegraph pole to
James Webb telescope – gaining an
1st of October. The first thing that hits
aspect of Space Camp. Olympus
the ground below. Whilst some of us
inside look into how the telescope
you when you roll in is the Pathfinder
Mons consisted of 16 teenagers
conquered our fear of heights, we all
works and how it will be transported
Shuttle taking pride of place at the entry.
from Years 9 and 10. We were each
learnt to work as a team and trust
to space.
Then, as you walk about camp, you
assigned a role in the missions
each other. And there were more
discover rocket park and the on-site
and had to perform these duties to
thrills on the Multi Axis trainer and
to a place where imagination and
museum, which houses the Saturn V
the best of our ability. During our
the gravity chair. I never thought I
dreams come to life – Disneyland!
Rocket and Apollo 16 capsule! Rocket
three-hour mission to Mars, I was the
would get to experience using such
On the 29th of September I had
Park featured huge rockets that stood
Systems Operator Communications
specialised equipment.
like giant guardians on sentry duty.
Manager (SOCOM). I got to talk to the
On day two the group journeyed
another life-changing moment. I stood in the museum that houses the
When the OGL crew arrived at
In our teams, we attended multiple
astronauts inside the Orion capsule.
seminars on space education.
Endeavour in the California Science
Space Camp in Huntsville, Alabama,
The set for the entire mission was
Some included: international space
Center. Walking into the hangar with
we had the added pleasure of new
very lifelike, dealing with medical
agreements and the International
the shuttle mounted on its earthquake-
members joining our teams. These
anomalies and system failures!
Space Station, gravitational waves,
proof stand was extremely emotional
cadets were from various states in
Many of the participants got
for me. Having met Greg Chamitoff
the US. My team, named Olympus
the chance to do an extra-vehicular
and connecting the legacy of the
Mons, was introduced to Kaylee, who
activity (EVA) in order to be more
Endeavour to him is something that
came from Kentucky. Having Kaylee
hands-on with the mission. This was
completed numerous engineering
has stayed with me since the trip and
in our group gave us all a better
one part of the trip that tested the
challenges. From our team of 16 we
will do so for the rest of my life.
understanding of American culture.
collaboration and communication
could choose engineering groups
We were able to exchange real and
skills of the whole team.
of four people. In these groups we
Day 4 was another unforgettable day of team building and fun at
personal insights into what life is like in
Universal Studios.
our home countries.
educationtechnologysolutions.com.au
Russian language, American space history and an introduction to scuba. Along with these seminars, we
At Area 51, we ziplined off a
had to build heatproof shields for
10-metre tower and jumped from the
eggs; purpose-build Mars robots
EDUCATION TECHNOLOGY SOLUTIONS | 33
| FEATURE
was fantastic. She is my best friend and I was so proud to see a change in her, as Space Camp also reignited her love of science. She has also made incredible friendships, bought out the Space Camp gift shop and taken home so many new ideas to try out in her Stage 3 classroom. Mum is passionate about encouraging teachers and parents to work together to take the Space Camp journey, as she believes it is a very worthwhile one, where parents, in partnership with teachers, inspire lifelong learners. Since returning, OGL has maintained contact not only with me, but with many of the Space Camp graduates. They have been responsible for organising live link-ups with my school to NASA PAYCOM Penny Pettigrew, Dr Linda Spilker (Cassini Project Mission Lead Scientist) and other people from the Jet Propulsion Lab at NASA. to manoeuvre around a set course
I have also had the pleasure of
mimicking the Martian surface; distil
meeting Sandra Magnus and Pamela
Mars water; make space suits for
Melroy (both NASA astronauts)
apples and build rockets with eggs
and Professor Warwick Holmes
as the precious payload – all while
(Executive Director of Space
learning about the science behind
Engineering at the University of
these tasks.
Sydney). The OGL experience
My engineering team was very
does not end with Space Camp.
successful. We developed great
Its ongoing support and STEM
communication skills and a sound
opportunities change the lives of
understanding of each other’s ideas.
all who come in contact with the
Where some groups may have failed
organisation. It has created a clear
a task, the camp counsellors were
pathway of what I would like my
always ready to reinforce the idea,
future to look like and provided an
“You won’t always get it right, but
insight to the possibilities!
you will always learn something.” Being hands-on in all aspects of
Jackie Slaviero (founder/ managing director of OGL) and Bob
camp was extremely important to
Carpenter have an incredible vision
me. I made sure I gave everything a
for all Australian students. I am just
go. When it came time to graduate, I
one of the many people to have
knew I was ready. I learnt everything
benefited from their encouragement,
that I had hoped and more. I took
guidance and support.
away from this experience lifelong
Thank you once again to One
friends and a determination to
Giant Leap Foundation and the U.S.
achieve my dreams in STEM. I do
Embassy for their generous and life-
believe I can make it to space!
changing scholarship.
I am really lucky that I got to experience this journey with my
Visit http://onegiantleapaustralia.
mum. Having someone there who
com/ for more information on Space
has supported me from the beginning
Camp 2018. n
34 | EDUCATION TECHNOLOGY SOLUTIONS
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36 | EDUCATION TECHNOLOGY SOLUTIONS
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FUTURE FOCUSED LEARNING BY SUE BEVERIDGE
Education has a vital role to play in developing the knowledge, skills, attitudes and values that enable people to contribute to and benefit from an inclusive and sustainable future. Learning to form clear and purposeful goals, work with others with different perspectives, find untapped opportunities and identify multiple solutions to big problems will be essential in the coming years. Education needs to aim to do more than prepare young people for the world of work; it needs to equip students with the skills they need to become active, responsible and engaged citizens. The paper emphasises the need for
to improve their practices. Google has
i.e. Communication, Collaboration,
to show students accurate images to
our students to be lifelong learners
an extraordinary focus on increasing
Creativity and Critical Thinking. The
illustrate concepts. The teacher had the
to be skilled in numeracy, literacy,
collaboration between employees
Australian Curriculum includes Digital
most sophisticated teacher’s aide at
data literacy, health literacy and
from different functions. It has found
Technologies which encourage
their side and no longer needed to be
digital literacy to enable them in a
that increased innovation comes
teachers to embed strategies,
the font of knowledge writing notes on
very different future world. Social and
from a combination of three factors:
activities and projects into their school
the board.
emotional skills will be what will make
discovery (i.e. learning), collaboration
programs. This will ensure that our
the difference for success and are even
and fun. It consciously designs its
students are capable users of digital
became the centre of their own
now what employers are looking for to
workplaces to maximise learning, fun
technologies and have time to be
learning. This has been a significant
undertake the new world of work.
and collaboration.
explorers and creators with the new
shift in terms of future focused
and emerging technologies involved
learning, a disruption necessary to
With the BYOD revolution students
As industries are disrupted by the
Key also to future success will
digital world and Artificial Intelligence,
be the capability of an individual to
– for instance in coding, robotics
ensure that students become powerful
Virtual Reality and Robotics change
be a self-directed learner. Few jobs
and drones.
learners, following their passions
the types of work that humans will
will remain static and with the pace
be required to do. Many people will
of technological change it will be
undertaken a revolution to enable this
take next steps or perform the kind of
be released to participate in work
necessary to constantly learn to be
kind of teaching and learning. Once
roles that the future will throw at them.
that requires collaboration, empathy,
successful in one’s work environment,
the Internet became available in the
Students can now follow personalised
creativity, communication and the
to change to another role or start up
classroom using interactive white
learning programs, undertake research
capacity to acknowledge diversity
one’s own business.
boards, 16th century classrooms
fields about which they are passionate,
where the teacher was the font of all
participate in virtual worlds with
and work across distance. It will be a
What then are the implications for
The classroom itself has
motivated to learn what is required to
world where understanding data will be
educators? Many of these ideas have
knowledge ceased to be the norm.
multiple people where they need to
critical to solve the problems we can’t
been influencing curriculum design
The interactive white board made it
negotiate roles to solve problems.
even imagine, underpinned by social
and teaching practice for some time.
possible to bring the world into the
responsibility and sustainability.
Since the beginning of this century,
classroom at an instant. Teachers
become a learning spaces. The front
Many classrooms have evolved to
teachers have been encouraged
were able to answer the questions of
of the room may no longer exist as
like Google have examined their HR
to teach 21st century skills which
their students by searching the net and
a fixture, rather there will be a device
practices over time using data analytics
have been described as the 4Cs:
displaying the results, they were able
such as a mobile interactive flat panel
Even now large companies
educationtechnologysolutions.com.au
EDUCATION TECHNOLOGY SOLUTIONS | 37
| OFFICE SPACE
https://www.youtube.com/user/ misterwootube videos of explanations at anytime, anywhere, the ability for courses to be contained in Learning Management Systems for review, for teachers to be able to screenshare content or quizzes at the point of learning need has transformed high school instruction. We need to ensure that teachers are provided with the best conditions to undertake future focused learning. They need learning spaces that are flexible which include technologies that enable a range of pedagogical practices. The technology needs to allow for personalised learning, as well as project-based learning where students are able to share and collaborate across many devices. Teachers need to be able to use these learning spaces more for collaboration and communication than knowledge used for modelling, sharing and
In Queensland we have seen
Online Courses) to improve their
transfer, such as note taking, as content can now be shared digitally.
collaboration, and specific teaching
Sheldon College, where students
understanding of how to implement
moments. The students sit in a range
create their own virtual museum
digital technologies in the classroom
of spaces and work in a range of
displaying evidence of their learning
and how to incorporate the 4Cs. Many
achievement is improved by providing
modes standing at desks or sitting on
pathway throughout their time at
teachers are Microsoft Innovative
software to teachers which is
bean bags in clusters on the floor with
the school. In their senior years,
Educators, or Apple Distinguished
efficient, easy to use and device
devices that are mobile. Teachers now
through the Link Centre, they learn
Educators, or Google Certified and
agnostic. Software that is designed
design for learning, developing units
entrepreneurial skills, innovating with
SMART Exemplary Educators, who
for teaching with inbuilt capacity for
of work which are project-based or
robotics, developing business plans,
coach and support their colleagues.
developing numeracy, literacy skills
enquiry-based and require students
producing media and marketing
to engage in authentic learning.
collateral thus modelling real world
com/ttlresearchfullreport shows that
data and which is fun! Coupled with
They collaborate to solve real world
practices.
the effective use of technology in the
quality displays that are interactive not
classroom depends on the quality
just dumb screens, but which enable
problems and develop communication
In NSW we have seen Bondi
Our research http://go.smarttech.
Our research has shown student
and assessment tools for collecting
strategies to present their work and
Beach Public School lead the
of the teacher. Providing a device
purposeful collaborative activities
findings to and beyond the class.
professional learning of teachers at
without effective training in how to
such as brainstorming, editing and
Future focused learning is
their STEAM Punks Conference held
use the technology for learning is a
the creation of high quality digital
becoming evident in Australian
at the Power House Museum where
useless investment. It is not enough to
content which can be shared across
classrooms. Our teachers are curious,
they had hands-on experiences with
show teachers the functionality of the
the screens of the learning space
inventive and focused on engaging
robotics, coding and the gamification
device, it is important for them to see
and beyond.
their students. Across Australia
of learning to support them implement
how it impacts on learning, how it can
With all these conditions in
teachers are confident users of the
Science, Technology, Engineering, the
enhance learning outcomes, align with
place, the future will be bright for
Internet, creators of digital content
Arts and Mathematics.
curriculum and assessment.
Australian students!
and aware of the need to inspire their
Australian students need their
The teaching philosophy of the
students to find their passions. In
teachers to be creative in the learning
teacher is also a significant condition
Sue Beveridge is an ANZ
the Northern Territory we have seen
activities they design, continually
for successful uptake of change. For
Education Advisor at SMART
Mother Teresa Catholic Primary School
innovating in their practices and
instance, secondary teachers who are
Technologies, a leading provider of
a brand-new purpose-built school
modelling lifelong learning. We see
driven by high stakes assessment will
technology solutions that enable
designed to enable teachers to access
this in hundreds of schools around the
be cautious in adopting technology
inspired collaboration in schools
a range of learning spaces with the
country where teachers are learning
unless there is clear evidence of
and workplaces around the world
latest technology enabling collaboration
to use their technology in new and
benefits for their students. However,
by turning group work into a highly
and communication, effectively from
exciting ways. Hundreds of teachers
the flipped classroom enabling
interactive, engaging and productive
the age of three.
participate in MOOCS (Massive Open
students to watch as per Mr. Woo
experience. n
38 | EDUCATION TECHNOLOGY SOLUTIONS
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40 | EDUCATION TECHNOLOGY SOLUTIONS
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ONLINE INFORMATION SUPPORTING STUDENTS IN CHOOSING THEIR UNIVERSITY AND PROGRAM BY SHELLEY KINASH
Australian higher education is valued
Results are interpreted and applied
knowledge regarding the underlying
becomes even more central in higher
at $21.8 billion a year (Universities
to guide university communication
values held by a large proportion of
education, these results offer practical
Australia, 2016) and attracts 1.3
strategies to maximise the
students drawn to particular degrees
guidance for institutions wishing to
million students from around the
effectiveness of the call to aspiring
allows a university to strengthen
develop more effective marketing
globe as their preferred destination
domestic and international students.
pedagogy and strategy to develop
programs and student-centred
for university education. Choosing
There are also comments applied to
their programs for particular groups of
program designs.
a university is a complex decision,
program design for optimal learning.
learners and their marketing campaigns beyond specific disciplines, this study
factors, including the provision of
Student Personal Values and their Choice of Higher Education
students choose university is what they
Influence of Parents on Student Decision Making Regarding Choice of University
online information. I have been working
Study one focused on understanding
consider to be a peaceful, pleasing or
For school-leavers (many of whom
in different universities in Pakistan,
students’ individual values and the
harmonious life. Moreover, the social
are 17 or 18 years of age), decisions
the UK and Australia. My research
impact on student preferences for both
recognition and social integration
about which university and which
was motivated by questions as to
fields of study and specific universities.
many graduates derive from their
degree program appear to be widely
what drives student decisions. My
The theoretically supported assumption
education are other motivating factors,
influenced by family members. The
PhD research, Modelling consumer
directing this study is that personal
which many research respondents
second study revealed that students
decision-making in Australian higher
values are richly felt and influential
conceptualised as satisfying deep
and their parents typically make
education, included three empirical
components of individual make-up and
personal values within themselves.
joint decisions regarding choice of
investigations on student decision
function to guide individual decisions
making, thereby exploring the key
about how they choose to conduct
a better understanding of these values
Notably, this joint decision making
factors (and stakeholders) influencing
their lives. The study revealed, for
can help universities improve customer
occurs even though it is the students
students’ choice of university and
example, that students who appear
loyalty and guide executive leaders in
themselves who independently study
program of study.
to have a high personal utility for
formulating differentiation strategies to
the chosen program and have to
self-direction tend to be drawn to
set their university services apart from
live with the career outcomes. Many
findings from these three studies on
psychology and business programs
those of competitors. As globalisation
participating parents and young adults
student-consumer decision making.
as undergraduates. Strengthened
continues and relationship marketing
appear to share substantial mutual
to recruit potential students. Overall,
as it involves a trade-off of various personal and external factors. Each student is influenced by different
This article shares the research
revealed that the main reason many
For higher education institutions,
university and degree programs.
| NEXT STEP
involved in their decision making.
highly educated were predisposed
tended to be jointly determined in
high school, the parents’ education,
Students appeared to highly desire the
towards university education (as
both academic and personal contexts.
ranking of the high school, the
social approval of the key decision
opposed to vocational programs) and
Academic excellence and the choice
relationship between the university
makers in their lives (i.e. their parents).
were more likely to be influenced by
of educational institution is usually
and school, and opinions of teachers
Parents play a significant role in helping
the perceived prestige and reputation of
a shared goal for parents and young
and school friends, all collectively
their sons/daughters to apply, as well
the university and the degree program.
adults, and the decisions can be either
influenced preferences. While these
as in financially and socially supporting
The ranking of their current high school
participative or cooperative. In most
factors are important, the participating
them, particularly in the first year/s
was also correlational to the extent
Australian families participating in this
students appeared reluctant to make
during adjustment/transition stages
to which university prestige mattered
research, young adults are encouraged
independent decisions (particularly
into formal university study and then
to them. Notably, a large number of
to make participative decisions and
running contrary to their parents’
again as they commence their careers.
the future students who claimed to
share the responsibility for decision
choices), recognising that there are
The research further revealed that the
make independent decisions regarding
making with their parents.
various risks (e.g. career outcomes)
students whose parents were more
university education appeared to be
interests; their decision processes
42 | EDUCATION TECHNOLOGY SOLUTIONS
Factors such as the location of the
educationtechnologysolutions.com.au
made clear and transparent and be
highly influenced by their parents’
a degree program, while the parents
the individual surveys. Very little is
educational and professional
may have a preference towards the
known about joint decision making
backgrounds in that the correlation
tuition fees and the living costs of
in practice and specifically how
patterns were revealing.
pursuing the program. Understanding
preferences differ among parents
interested in the program and
how consumers represent outcomes
and young adults and to what extent
teaching quality as well as career
and weigh different decision criteria
the individual preferences can be
outcomes; short videos and other
is critical to consumer behaviour
aggregated to achieve a prediction
multi-media are an efficacious
research and applied strategies
of joint choices. Another important
means of informing and attracting
and actions.
stakeholder in joint decision making
Variation of Preferences between Parents and Sons/ Daughters in University Choices The third study further explored the
This study was conducted
was high school staff. Schools that
readily searchable on websites. • Students themselves tend to be
future students. • University marketing campaigns
drivers of student decision making and
to investigate the similarities/
were actively involved in student
should be differentiated in
the influence of external stakeholders
dissimilarities between the individual
counselling and preparing students
consideration of the high school
such as parents. University education
and joint decision making in the
for tertiary education were more likely
students are currently attending.
and the choice of a degree program
context of universities. There is
to yield students who were more
For example, student recruitment
appears to be a shared household
increasing evidence that the outcomes
confident about their decision making
at elite private schools should
concern. As stated above, the
of decision-making processes
and were more likely to embrace
emphasise the international ranking
demographic patterns and correlations
offer difference between what the
higher education early in their life (i.e.
revealed that even those who stated
individual stakeholders identify
choosing a direct transition from high
complete independence in decision
when communicating independently
school to higher education).
making actually seemed to be heavily
and what is decided when these
influenced by the choices of their
individuals are brought together.
The key takeaways from this research
influencing student attraction and
parents (who were likely influenced by
Specifically, three versions of the
for university leaders are:
retention. Discussion about values
their own parents). While the overall
same survey were administered – one
• University recruitment campaigns
should be a clear and embedded
decisions were usually matched,
for a parent and a son or daughter
through websites and high school
each member of the family may
to complete independently and one
fairs must appeal to both future
have different discrete preferences
for them to complete together. It
regarding attributes of a university. For
was surprising that the expressed
example, the young adult may have
decision was so often different in the
quality measures, enrolment and
Teaching at the University of Southern
a preference towards the quality of
collaborative survey than it was in
student housing costs should be
Queensland n
of the university. • Personal values and university/ program alignment with these values are important factors
students and their parents. • Factors such as career outcomes,
part of the curriculum. Professor Shelley Kinash is the Director, Advancement of Learning and
“THE SECOND STUDY REVEALED THAT STUDENTS AND THEIR PARENTS TYPICALLY MAKE JOINT DECISIONS REGARDING CHOICE OF UNIVERSITY AND DEGREE PROGRAMS.” educationtechnologysolutions.com.au
EDUCATION TECHNOLOGY SOLUTIONS | 43
| LET’S TALK SOFTWARE
44 | EDUCATION TECHNOLOGY SOLUTIONS
educationtechnologysolutions.com.au
CREATING A DIGITAL HUB
FOR LEARNING AT CANTERBURY COLLEGE
BY JAMES JENKINS
As the world continues to embrace
are innovative, collaborative, creative
technology, there are many
and have a working knowledge of
opportunities that teachers would like
new technologies.
to prepare their students for. My social
created a Digital Hub. It is a space
about how organisations are integrating
where we use technology to learn
virtual reality (VR), artificial intelligence
in ways that are engaging, creative,
(AI) and other digital technologies. If
collaborative and innovative. The
teachers are to equip students for these
Digital Hub is located on the bottom
opportunities that await them, schools
floor of our Research and Next
must also change to include the use of
Centre (formerly the library). It is a
similar technologies in the curriculum.
bookable space that can be used by
As well as the traditional academic
educationtechnologysolutions.com.au
At Canterbury College, we have
media news feeds are full of stories
all year groups in the school. There is
knowledge and skills, employers are
enough room in the Hub to fit about
now also demanding employees that
60 students comfortably. This is often
EDUCATION TECHNOLOGY SOLUTIONS | 45
| LET’S TALK SOFTWARE
made up of a variety of students from
at the same time, getting ideas from
different classes.
each other while working in this space.
The Digital Hub is not about
The Digital Hub was designed to
centralising the use of technology
engage students in content and to
in the college; we are using digital
aid with conceptual understanding
technology well in every classroom.
of subject matter. It was also a
It is about providing a focus of
goal to create the opportunity for
engagement and innovation centred
students to further develop the
around digital technology that will
skills of collaboration, creativity,
radiate out into the rest of the school.
communication and critical thinking by
Part of the philosophy for the space was the idea that students of
working in this space. Teachers can bring classes to
different ages and studying different
the Digital Hub to work through the
subjects can be inspired by seeing
curriculum in an engaging way.
what others are working on. There
Students can use the technology to
have been many occasions since
produce assignments that incorporate
the Digital Hub opened at the start
augmented reality (AR) and VR, as well
of this term when I have witnessed
as the more traditional elements of
have also been importing designs that
conversations between students that
video, image and text. The Digital Hub
students have created in Sketch Up.
can choose to add holograms into
would probably not have happened
is also being used by extracurricular
This lets them view their creations at a
their physical environment using mixed
if it was not for this space and the
groups such as the Google CS First
scale that they want in a virtual space.
reality (MR). One of the best uses
opportunities they have here, bringing
coding club, the Young ICT explorers,
them together.
Drone Club and the F1 Challenge team.
Eon iBench, which allows the user
students can import objects that they
I enjoy seeing Year 8 students
Our Digital Hub is broken into a few
to interact with AR in stereoscopic
have created into the MR environment
explaining to those in Year 4 how
connected zones. In the mixed realities
3D. Again, this can be used to teach
to view them as part of a design
to use the 3D printers, and how to
room, students can engage in fully
curriculum concepts in a highly
process cycle, or to use them as part
convert between file types. Or Year 10
immersive VR using the HTC Vive. As
engaging way. Although we are not
of a project. There are an increasing
students showing those in Year 6 how
well as using particular apps to teach
quite there yet, we are working towards
number of Hololens apps that can
to code our robots. Most weeks, I also
concepts, students like using apps
students being able to navigate through
be used to help teach curriculum
see teachers of different disciplines,
that allow for creation, such as Tilt
the houses that they create in graphics
concepts, particularly in the sciences
who happen to be booked into the Hub
Brush. We have used this for Art and
class using AR on the iBench.
and humanities.
46 | EDUCATION TECHNOLOGY SOLUTIONS
Also in this room there is an
Using Microsoft Hololens, students
that we are finding for this is where
educationtechnologysolutions.com.au
The Digital Hub also has a
and teachers can work together on
conference room (nicknamed the
projects. One of the best uses I have
Skype room) which allows small
seen of this zone so far was when we
classes or groups of students
had eight groups that had been coding
to connect with the world. From
a solution to a problem all showing
communicating with partner schools
their code on the video wall at the
around the world to bringing an
same time. It was a great way for
expert into the lesson, this space
the teacher to facilitate a discussion
certainly knocks down the walls of
about the different approaches that
the traditional classroom. Last week,
the groups had taken to the problem.
AS WELL AS THE TRADITIONAL ACADEMIC KNOWLEDGE AND SKILLS, EMPLOYERS ARE NOW ALSO DEMANDING EMPLOYEES THAT ARE INNOVATIVE, COLLABORATIVE, CREATIVE AND HAVE A WORKING KNOWLEDGE OF NEW TECHNOLOGIES.
works in different ways with different apps and will become even more useful over time as more apps make use of this functionality. Our Digital Hub also includes a competition-size robotics table, humanoid robots, floor projectors, drones and much more. In short, the Digital Hub houses some of the best educational
concepts in a variety of curriculum
technology available. In time, of
from industry leaders in New York
Digital Hub allow for multiple inputs.
areas in a very engaging way. They
course, this technology will be
in one lesson, followed by students
The red, green and yellow booths
can also upload their own 3D objects
superseded, but the space that we
connecting with Google headquarters
are usually used by students for
into the sandbox and use these in
have created will live on. Our hope is
in Sydney the next. (This was a
group work where sharing their ideas
their creations. Students come in
for the Digital Hub to be dynamic and
Google Hangout rather than a Skype
visually is useful for the task. The
during lunchtime just to use the
continually changing over time. New
session.)
trolley screens in the classroom area
Z Space.
will become not so new, and we will
for example, teachers were learning
We have a video wall, which is a fantastic space to show any video in 4K resolution, that can take input
In fact, all of the screens in the
serve a similar purpose, but have the advantage of being mobile. Throughout the Digital Hub
The Surface Studio and the HP
replace this with what comes next to
Sprout are both excellent devices. The
ensure that our students are provided
Sprout allows for 3D scanning, which
with the best resources to prepare them for life after Canterbury College.
feeds from any device in the room.
we have Z Space tablets. The
means students can now digitise solid
It runs on a Kramer Via Collage
AR provided by these devices is
objects that can then be incorporated
system that will allow eight users
interactive, using the sensors on the
into their projects. The Surface Studio
to project their screen at the same
glasses and a wand that is used to
gives us the option of digital inking
of Digital Pedagogy at Canterbury
time. This turns the wall into a highly
pick up and manipulate objects. The
on a big screen, as well being a great
College, an independent school
collaborative space where students
Z Space allows students to learn
device for 3D design. The Surface dial
located south of Brisbane. n
educationtechnologysolutions.com.au
James Jenkins is the Director
EDUCATION TECHNOLOGY SOLUTIONS | 47
| PROFESSIONAL DEVELOPMENT
48 | EDUCATION TECHNOLOGY SOLUTIONS
educationtechnologysolutions.com.au
REDUCING THE RISK OF A POOR TECHNOLOGY PROFESSIONAL DEVELOPMENT EXPERIENCE WHAT CAN BE LEARNT FROM THE RESEARCH? BY SAMANTHA VARDANEGA
With the new academic year now here, schools and teachers will soon be looking to finalise their 2018 professional development (PD) programs. Although many technology PD programs make grand claims about their content and outcomes, most teachers have experienced first-hand what it is like to endure hours with a dull presenter delivering low-quality or irrelevant content. So, how can schools and teachers be sure they will receive a high-quality and worthwhile PD experience?
Reducing the risk of a poor PD
people. As such, having a considered
experience begins with understanding
view about what effective means in
what effective PD entails. Once schools
an individual context is an important
and teachers are armed with this
starting point.
knowledge, they are in a much better
The desired end result of PD
position to assess the quality of a
is a key factor in determining its
course or PD provider before the sign
effectiveness. One desired end result
up. While most school leaders and
could be teacher learning. This
teachers will have their own thoughts
means PD could be seen as effective
about what effective PD looks like, the
if it leads to teachers using the
large body of research literature on the
technology that they have learnt. Both
subject provides some key insights that
Guskey (2002) and Walker (2012)
are well worth being familiar with.
suggest that successful teacher PD programs change attitudes, beliefs and
educationtechnologysolutions.com.au
Insights from the research literature
classroom practices which, as a result,
What does it mean for professional
Given this view, professional
development to be ‘effective’?
development could be considered
‘Effective’ is one of those words that
effective if it improves or changes
means different things to different
teachers’ knowledge, skills, attitudes,
influence student learning outcomes.
EDUCATION TECHNOLOGY SOLUTIONS | 49
| PROFESSIONAL DEVELOPMENT
beliefs and practices. However, if the
A notable difference to the
desired end result is improvements
characteristics identified by Wang et al
to student learning, then perhaps
(2014) is the inclusion of tailoring to
this should be the true measure
different levels of knowledge and skills.
of effectiveness.
Hew and Brush’s (2007) literature
Part of the difficulty in defining
review also identified this factor, writing
effectiveness in relation to teacher PD
that PD must be highly consistent with
is that relatively little is known about
teachers’ needs. They also highlighted
what teachers learn from PD and how
that effective PD needs to provide
it impacts student learning (Lawless
opportunities for hands-on practice
& Pellegrino, 2007; Walker et al,
and develop teachers’ technology
2012). However, what is known is
skills, as well as their knowledge on
that improvements to student learning
technology-related pedagogies and
outcomes require changes to teacher
classroom management.
practice, and to change their practice
Although the above characteristics
teachers need to understand both how
may appear to be a simple checklist
to use technology (skill instruction)
for designing effective PD, Guskey
and how to meaningfully integrate
(2009) argues that when ‘effective’ is
the technology into their lessons
defined in relation to improvements
(integration instruction) (Blocher et
in student learning, very few studies
al, 2011).
had sufficient evidence to make
“FOR TEACHERS TO GET VALUE FROM PROFESSIONAL DEVELOPMENT, THEY NEED TO SEE A DIRECT RELEVANCE TO THEIR OWN SUBJECT AREAS. THIS IS A KEY REASON WHY TEACHERS GET FRUSTRATED WITH LARGE-GROUP, GENERIC PROFESSIONAL DEVELOPMENT SESSIONS.”
PD sessions. In this situation, even the best facilitator cannot possibly make their session personally relevant to every teacher in the room. A more effective approach is small-group, subject-area sessions where teachers can discuss classroom implementations that are relevant to them and their students. • Teachers need to actively and meaningfully engage with session content: The best PD experiences include time for teachers to practise skills, discuss possibilities, reflect on their own practice and plan an implementation of what they have learnt. However, too often this is sacrificed in order to cram more content into a session, usually because the PD program only involves one session or is
conclusions about what constitutes
to have much impact on teacher
trying to meet the needs of a
Characteristics of effective
effective PD. In a related article,
skills or student learning. Instead,
diverse audience. It is far more
technology professional development
Guskey and Yoon (2009) identified
PD should be seen as a process,
effective to spread content over
The literature reveals numerous
the common elements of nine studies
not an event (Guskey, 2002). In
multiple sessions and stream
characteristics of PD that are claimed
that were found to be effective based
our experience, the most effective
teachers by subject and skill level
to result in effective technology skill
on this definition: (1) the use of
PD programs involve numerous
and integration instruction. Wang, Hsu,
well-designed workshops; (2) the
tailored, small-group sessions
Choosing a PD program or
Reeves and Coster’s (2014) literature
involvement of outside experts; (3) 30
over an extended period of time.
provider that offers PD with these
review identified the following common
or more contact hours; (4) significant
This allows teachers to take small,
characteristics will greatly increase
characteristics: (1) active learning
and sustained follow-up activities; (5)
frequent steps along their personal
the chance of getting a high-quality,
through engagement in meaningful and
structural design informed by specific
technology integration path.
worthwhile experience. While
relevant activities; (2) longer duration
content, process and context, rather
to provide sufficient time to make an
than ‘best practice’; and (6) content
involves follow-up activities: This is
cost a little more, it is much better
impact; (3) connection of the PD to
that focused on subject-related content
closely linked to a longer duration
value than a generic, once-off
classroom work; (4) ongoing support;
and pedagogies.
PD program. Many teachers leave
session with content that never gets
technology PD sessions with good
implemented. It is also far more
(5) alignment with prescribed learning
• Effective professional learning
where possible.
customised and sustained PD may
standards; (6) content that enhances
What does this mean for schools
ideas and intentions, but face
likely to generate positivity towards
knowledge and skills; (7) access
and teachers?
difficulties when trying to make
technology integration in a school,
to required resources for teachers
While varying definitions of effective
changes in their own classrooms.
rather than breed the cynicism that can
and students; and (8) provides
make it difficult to draw conclusions
It is at this point that teachers most
come from poor PD experiences.
opportunities for collaboration,
about the characteristics of effective
need the support and guidance
discourse and reflection.
PD, the literature has some recurring
a good PD partner or program
themes that teachers and schools
can offer. But too often this is not
info@interactivemediasolutions.
some similarities with the following
should have front-of-mind when
available, leaving teachers feeling
com.au
seven devised by a U.S. Department
seeking out PD:
inadequate and schools wondering
of Education working group (2010,
• Longer duration PD programs are
why they are not achieving the
G Suite Leader Trainer at Using
as cited in Walker et al, 2012): (1)
more likely to make an impact:
changes they were hoping for.
Technology Better. She delivers
relates to teachers’ content area; (2)
This is in direct contrast to the type
collaborative; (3) consistent with
of PD many schools prefer and
teachers’ own subjects and work:
universities and businesses across
district’s technology goals; (4) active
many organisations offer. While it
For teachers to get value from PD,
Australia, New Zealand and South
engagement with content; (5) tailored
might be convenient to schedule
they need to see a direct relevance
East Asia. For more information,
to different levels of knowledge and
a one-day workshop for all staff
to their own subject areas. This
or to contact Samantha about
skills; (6) sustained; and (7) includes
and ‘tick-off’ technology PD for
is a key reason why teachers get
this article and research, visit
follow-up activities.
the year, this approach is unlikely
frustrated with large-group, generic
usingtechnologybetter.com n
These characteristics share
50 | EDUCATION TECHNOLOGY SOLUTIONS
• PD needs to be directly related to
For a full list of references, email
Samantha Vardanega is the
professional development to schools,
educationtechnologysolutions.com.au
Follow us on Twitter twitter.com/EdTechMagazine
SCAN CODE WITH YOUR CAMERA
| FEATURE
W H A T
OPEN EDUCATIONAL RESOURCES LOOK LIKE BY ADRIAN STAGG
52 | EDUCATION TECHNOLOGY SOLUTIONS
educationtechnologysolutions.com.au
Students and teachers alike recognise that the learning landscape has shifted significantly, with an abundance of learning materials available freely online. Previous educational systems, based on the expert knowledge residing in the teacher alone, and scarcity of educational opportunities have – in many parts of the world – been overturned by a democratisation of access to knowledge and the tools to create new knowledge. Whilst platforms such as TED, YouTube, Vimeo and Khan Academy provide free access to some of the leading minds globally, on almost any topic, the legality of reusing, sharing and even altering the content to suit your local area is a fraught space that leaves many teachers lamenting the complexities of copyright. This is where open educational resources (OER) play an integral role in allowing more liberal, legal sharing of resources to reduce barriers to education, provide cost-effective and high-quality resources for learners and teachers, and create new opportunities for student learning. The following paragraphs describe specific instances of teachers and tertiary-level academics applying OER to learning and teaching.
educationtechnologysolutions.com.au
EDUCATION TECHNOLOGY SOLUTIONS | 53
| FEATURE
range of video tutorials for maths at all
indicated in their feedback that access
course, and then asked students in
Australia, the teachers feel isolated
levels of study, from K-12 to tertiary
to the textbook is a major barrier to
their assessment to take a section of
from practice, and the budget
studies. Those videos have a Creative
participating in the course. The library
the open text, revise it for the Australian
allocation usually means that difficult
Commons (CC) licence and can be
had tried to keep multiple copies
environment and submit. Those
choices need to be made about
downloaded, stored on the school
on short-term loan in an attempt to
students who meet the standards of the
expenditure. Class sets of learning
computers and distributed via USB by
alleviate the issue, but ultimately not
assessment criteria can re-release their
resources tend to be expensive and
the school. Over the course of several
all students could participate equitably
revised chapters as a new book for
educational licensing on materials
weeks, the teachers identify core
in the second-year required course.
other Australian courses to use. These
means that most resources (both
materials, download the materials for
Deciding that inclusivity and equity are
students thereby become contributors
text and video) have a very narrow
use at the school and, due to the open
not only drivers for higher education
to the knowledge marketplace.
definition of sharing and distribution.
licence, can send the videos home with
but his profession, the lecturer decided
Consistent access in the classroom
students. The students can see each
to search for alternatives. Through
is repeatedly challenged by the time
(and at home) is predicated on reliable,
step of the maths concepts, can replay
the BC Campus Open Textbook
required to create resources, but the
high-speed internet access; some
any part of the tutorial as many times
collection, he found a textbook that is
vocational sector has recently been
of the vendors only offer streaming
as they wish and can share the videos
free and open to redistribute, revise,
providing professional learning about
options for content, so download limits
legally for revision among their peers.
repurpose, remix and reuse. However,
CC licensing. One of the team leaders
the standards referenced in the text
approached teachers throughout
In a primary school in regional
for both the school and students are
A nurse practitioner had just started
A Learning Support Unit at a TAFE
a major barrier. In particular, maths
teaching undergraduate students at
are relevant to North America, not
the institution and collaboratively
support has been flagged as a priority.
an Australian university. The current
Australia. The lecturer provided a core
planned authentic assessment that
Some of the teachers have found
course needed redevelopment and
set of readings for the students to
will allow students to actively support
Khan Academy, a site that offers a
he was told that many students
establish the major concepts of the
their peers. The animation and video
54 | EDUCATION TECHNOLOGY SOLUTIONS
educationtechnologysolutions.com.au
active experience that has impact on communities based on a ‘common wealth’ of knowledge. In the midst of government reports signalling under-representation in education by designated societal groups and rising costs of textbooks and other subscription-based resources, educators are considering alternatives to expensive, outdated notions of knowledge control. Exacerbating the situation are antiquated copyright laws. One of the earliest copyright laws was subtitled ‘a law for the enhancement of learning’ and the irony of this statement in contemporary society is not lost on educators. Applying to use, copy and distribute proprietary resources can be confusing, complex and costly. Furthermore, whilst educators can access the research output of their peers easily, accessing learning and teaching content is often considerably harder. OER are the cornerstone of this practice. Shared freely and openly on a global scale, OER are digitised (but not only digital) resources that are created for learning and teaching, and bear
IN THE MIDST OF GOVERNMENT REPORTS SIGNALLING UNDERREPRESENTATION IN EDUCATION BY DESIGNATED SOCIETAL GROUPS AND RISING COSTS OF TEXTBOOKS AND OTHER SUBSCRIPTIONBASED RESOURCES, EDUCATORS ARE CONSIDERING ALTERNATIVES TO EXPENSIVE, OUTDATED NOTIONS OF KNOWLEDGE CONTROL.
streamed tutorials, or asynchronously in a forum. Meanwhile, a high school science teacher planned to introduce final year students to research concepts in the discipline, but needed some journal articles to do so. Using Google Scholar, she unearthed a wealth of recent literature, but access was denied due to a pay wall – often asking as much as one hundred dollars per article. Turning to colleagues on Twitter, she asked for advice and a friend from university provided a link to the Directory of Open Access Journals (DOAJ). The site provides access to tens of thousands of journal articles that are published under a CC licence as ‘open access’. They are free to access, download, copy and distribute. After a few hours, the teacher was able to curate a small collection of articles for the students to use in learning activities this term. OER are about free and open access to knowledge, providing learners with quality resources at little to no cost, and creating new and flexible choices to support both face-to-face and online learning.
an open licence, such as CC. These
OER embraces the teacher’s role
licences exist within the legal structure
as a specialist curator, using his/
of countries (Australia recognises the
her discipline knowledge to collect
legal legitimacy of the licences at the
meaningful, high-quality resources
federal level) alongside copyright. The
that support student learning.
production course leaders both agreed
major difference though is that a CC
However, OER also acknowledges
that their students will work with the
licence explicitly states upfront what
that, as access to information and
Learning Support staff as clients to
types of use are permitted – other
digital tools increases, students are
develop a brief, create resources and
users do not need to contact the author
creators and co-creators of knowledge
then revise the resources based on
of the resource as long as their usage
and resources that can advance
feedback. The students retain the
is described under the licence.
understandings. In the classroom,
ownership of the resources and the
OER offers an alternative to high-
A photography teacher needed
cost, bandwidth-intensive resources
right to be attributed as the authors, but
a range of images as sparks for
the open licence allows them to share
discussion in class about the use of
the resources freely. These learning
light. In the past, the lecturer has used
can reuse any of the images, provided
contracts by instead using licences
resources become part of the students’
books from the library and passed
that attribution of the photographer
that convey rights and responsibilities
ePortfolio for prospective employers
them around the class during the
is given. In a relatively short amount
in ‘plain language’ terms. The choice
to demonstrate real-world skills, and
activity, but with increasing numbers
of time, the lecturer has a small
then is how one leverages these
the TAFE now has a suite of resources
of online students, this simply does
portfolio of images (attributed to
resources to create stimulating learning
designed by students, for students.
not provide equivalency of experience
show the original author and linking
experiences that engage all students
for the entire cohort. Instead, the
back to the site) for students to use.
– not just those who can afford
of the types of transformative and
lecturer uses Flickr, setting the search
As they are now hosted online in the
traditional education.
authentic practices that have the
parameters to only include images
learning management system, both
potential to not only reduce the barriers
that can be reused under a CC
on-campus and online students share
and cost of education at all levels, but
licence. From the results, she is able
a common pool of resources and can
(Open Educational Practice) at the
to make education a participatory,
to select those that state other users
discuss them either synchronously in
University of Southern Queensland. n
These are only a few examples
educationtechnologysolutions.com.au
governed by restrictive subscription
Adrian Stagg is the Manager
EDUCATION TECHNOLOGY SOLUTIONS | 55
| GET CONNECTED
WHAT TO EXPECT FROM EDU-TECH IN THE CLASSROOM THIS YEAR BY MEI LIN LOW
60 | EDUCATION TECHNOLOGY SOLUTIONS
educationtechnologysolutions.com.au
Perhaps not surprisingly, a recent
Technology analyst International
Program – Literacy and Numeracy
Data Corporation (IDC) has forecast
(NAPLAN) going online, or even
KPMG report (Gabel, 2017) also
education spending in Asia Pacific will
Australian of the Year Eddie Woo’s
found that innovation within the digital
top US$11.8 billion by 2020. It seems
video approach to teaching, the role
environment remains a high priority for
Australia is taking a good chunk of that
of technology and its role in acting
business leaders going into 2018. Why
sum given Prime Minister Turnbull’s
as a catalyst for innovation within the
is this relevant to the education sector?
innovation agenda for schools,
education sector remains significant.
which includes funding to boost
This is particularly true if educators are
is accelerating digital transformation
Science, Technology, Engineering and
to adequately prepare students of today
for both educators and students alike.
Mathematics (STEM) education, along
for the jobs of tomorrow with skills in
Just take a quick look at the latest
with Gonski 2.0 funding reforms.
cross-disciplinary, critical and creative
Programme for International Student
thinking, problem solving and digital
Assessment (PISA) findings, which
technologies (Education Council, 2015).
ranked Australian students among the
Whether readers agree with such reforms, the National Assessment
educationtechnologysolutions.com.au
This rapidly changing landscape
EDUCATION TECHNOLOGY SOLUTIONS | 61
| GET CONNECTED
world’s best for collaborative problem
Budget to support women in STEM and
intelligence technologies in education
that measure in real time as they
solving (Education Matters, 2017).
entrepreneurship; as well as a further
(AIEd) shows no signs of slowing
happen and can adapt content
AU$24 million to establish a Rural
down. A recent report published
accordingly. This is starting to
to overcome to ensure students
and Regional Enterprise Scholarships
by Pearson (Luckin et at, 2016)
happen, with more intelligent app
have the right set of skills to thrive in
program targeting STEM fields of study.
analysed how AIEd will transform
platforms for learning, like Phonics
tomorrow’s workforce. For example,
With all these external forces at
education. Imagine the possibilities
Hero, which have parent and teacher
However, there are more challenges
a recent report by Australia’s Chief
play, here are my thoughts on the
of each student having his or her
portals that track progress in real
Scientist said that women currently
technologies taking centre stage
own virtual learning assistant, or a
time, helping follow the progress of
comprise just 16 percent of its total
in the classroom over the next
bot powered by AI that can support
each student – whether they are at
STEM workforce. It was encouraging
12–18 months:
a student throughout their studies,
home on an iPad, in the classroom,
to see the Turnbull Government’s
1. Artificial Intelligence in Education
creating a personalised learning
on an interactive whiteboard or sitting
AU$8 million allocation in the FY18
The integration of artificial
journey. Or new assessment models
at a laptop.
62 | EDUCATION TECHNOLOGY SOLUTIONS
educationtechnologysolutions.com.au
Google Expedition and Windows 10’s
savings and operational efficiencies
Mixed Reality Viewer are continuing to
through increased cloud-related
change the way subjects are taught as
IT consolidation and shared
students and educators engage with
services initiatives.
content and externally-based experts in new ways – blending the real and
5. Coding Grows from Strength to
virtual worlds.
Strength Coding continues to grow in popularity
3. The Hyper-Collaborative Classroom
and the way it is taught is fast evolving.
Using video collaboration and digital
There is a much-needed increase in
content sharing can deliver on-
private sector technology partners
demand or personalised learning,
developing innovative educational
enabling access to experts not
content and providing guest expertise
possible before and providing richer
and knowledge transfer. Microsoft continues to develop
learner experiences for remotebased students. Imagine that the
its Minecraft coding programs where
next step for students, teachers and
students get to learn how to code in
schools would be to go from being
real time inside the game. Many other
collaborative amongst themselves to
companies are also investing in coding
hyper-collaborative – bringing together knowledge, capabilities and ideas from different institutions, industries, ecosystems and geographies. A great example of this is happening right now in Australia. Major corporates are backing a new educational Women in STEM program, connecting female students with real-life mentors in the corporate world via an online platform that allows them to see what happens within the business world. I anticipate that for this year and beyond, more educators will be willing to embrace the idea of ‘anywhere learning’ within the classroom, enabling students to learn the way they want, where they want and in a hypercollaborative manner.
IN THE SAME WAY THAT AI TECHNOLOGIES AND MACHINE-LED LEARNING HAVE DRIVEN THE SMART HOME MOVEMENT, THERE IS A SIMILAR MOVE TOWARDS CREATING SMART CAMPUSES.
for kids, producing everything from STEM starter kits to accelerated design thinking and logic to professional e-modules for teachers to ensure they have the tools to teach coding within the classroom.
Science Fiction or Reality? As technology continues to improve, so too does user expectation around being able to connect instantly, from any device or learning space. Likewise, while emerging technologies like AI, bots and virtual learning assistants may still feel like science fiction to many, they will soon be as familiar as using iPads or working inside a video meeting room. For many, digital transformation is focused on investing in the right technologies that will deliver more
4. Smart Campuses in the Cloud
open and intuitive collaboration
In the same way that AI technologies
environments. This is only the
and machine-led learning have driven
beginning. In the coming months,
2. Immersive Experiential Learning
the smart home movement, there is a
expect to see more innovation and
With bring your own device (BYOD)
similar move towards creating smart
new ways that everyone will benefit
programs now standard in many
campuses. This involves harnessing
from ‘next gen’ technologies in both
Australian schools, providing students
ICT excellence in the areas of sourcing,
the classroom and, ultimately, the
with high-speed internet connectivity to
management and accountability,
workplace of the future.
the outside world through devices like
catering to a diverse range of needs
tablets and PCs is becoming ‘education
from learners to educators and campus
essential’. This has led to the wider use
administrative teams.
of virtual reality technologies, creating
IDC also suggests that central
Mei Lin Low, Director at Polycom Asia Pacific, is a technologist and advocate for business transformation
truly immersive learning experiences
education organisations will aim
in industries, including education and
both inside and outside the classroom.
to leverage the benefits of cloud-
healthcare, through video, voice and
Tools like Microsoft’s HoloLens,
based technologies to drive cost
collaboration tools. n
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| FEATURE
64 | EDUCATION TECHNOLOGY SOLUTIONS
educationtechnologysolutions.com.au
LEADING ACADEMIC INNOVATION THROUGH TECHNOLOGY
“The pedagogy always comes first.” BY JONATHAN POWLES
As someone who has been working
online learning is no different from
says, taking his lead from philosopher
in a virtual office space, students
all of my career in the area of teaching
face-to-face learning; technology is
John Dewey. For Dewey and Maharg,
managed a number of competing legal
and learning innovation at universities,
merely an enabler.” I suspect that most
it is impossible to separate learning as
transactions – litigation, conveyancing,
it has become almost instinctive in
of us who have worked in academic
an activity or the ‘content’ of what is
contracts, negotiation – and a number
conversations with most teachers to
innovation over the past 20 years have
learned from the world or environment
of ethical issues were sprung on
place technology second. Particularly
heard, and expressed, such sentiments
in which it occurs.
them without warning. There were
in the early days of emergent digital
many times. And I suspect that, by and
learning technologies (say, 1995 to
large, we have been wrong.
2010), the levels of anxiety, or even
In this article, I am going to take a
In 2009, following some of
no lecturers – staff participated in
Maharg’s educational ideas, the
the simulation in role, as managing
Australian National University College
partners, office managers and clients.
downright suspicion, held by many
controversial position – technology and
of Law radically reshaped its Graduate
Apart from an immersive initial
of my academic colleagues about
learning are inseparable and always
Diploma of Legal Practice. Starting
residential week, the entire experience
the value and future of technology-
have been, and by understanding and
with a conventional, semester-based
was online; this was crucial, as it
enhanced learning were palpable. As
embracing this connection by driving
online program, the degree was
allowed the virtual learning space to
a consequence, I and like-minded
change in our technologies, we can
transformed into an immersive,
be shaped to control the simulation.
innovators would default to a position
shape pedagogical behaviour and lead
simulation- and scenario-based
The experience would have been far
of technological apologist, with
academic innovation in our institutions.
learning environment. Students
less rich face to face. The success
enrolled in the course as a whole and
of this innovation underlines the truth
comments like, “Technology is merely
Scottish educational theorist
the tool we use to help us achieve our
Paul Maharg takes a radical view:
were assigned to virtual law firms
of Maharg’s point – the technology is
learning goals” and “Fundamentally,
“technology is the curriculum”, he
of four to five students. Working
the curriculum.
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| FEATURE
pedagogical change was managed
takes the form of these ambulatory
practice in the 12th century, its
key lessons from this initiative was
through changing the technology and
tutorials. Nowadays, educators often
purpose was simply to enable
how the virtual office space shaped
through reshaping the spaces in which
celebrate the Socratic method as an
students to copy texts. Lecturers
the behaviours of academics. They
teachers and learners interact.
admirable active learning strategy,
were hired on the basis of their ability
but can overlook the technology
to speak loudly and clearly, so the
Behind the scenes, one of the
logged into the learning management
This idea has an ancient lineage.
system and their traditional roles of
In the fourth century BC, Plato’s
– the learning space and mode of
students could take dictation of the
lecturer, tutor and student disappeared
academy was laid out as a courtyard.
interaction – that was at its heart.
scholarly text being read. Moreover,
into the background. What appeared
Learning happened through dialogue.
The same ancient roots can be
instead were new simulation-based
Scholars and students (not that there
found in what is arguably the most
directly, and were not re-hired the
roles that the staff were asked to fill.
was often a clear distinction) walked
pervasive higher education learning
following term unless they were
Rather than expound on the theory of
as they talked, and the notion of a
technology – the lecture, delivered
sufficiently comprehensible. This is
contracts, staff were asked to role-
group of collaborative learners in
in a hall or theatre. This technology
why the etymology of the word lecture
play a partner mentoring a new lawyer
physical and intellectual motion was
of mass instruction is medieval in
is from the Latin to read.
on the development of a contract. It
a central pedagogical idea. This is
origin, deriving from the theological
created a wholly new learning and
essentially a social constructivist
sermon, and has always been about
for another two centuries that the
teaching relationship – a much more
model. The majority of Socrates’
the transmission of information. When
students began to employ lecturers
authentic and powerful one. This
philosophy, as recorded by Plato,
it migrated into higher education
with knowledge of the subject, so
66 | EDUCATION TECHNOLOGY SOLUTIONS
lecturers were hired by the students
As Maharg points out, it was not
educationtechnologysolutions.com.au
The examples of Plato’s academy
implications if such a scheme were
versus the medieval lecture and the
to be introduced at a public Australian
immersive simulated virtual learning
university, it becomes clear that the
environment versus the weekly topic
obstacle to such an innovation is not
content dump show how technologies
technological nor educational – it
and power relations can shape and
is cultural.
drive academic practice, whether innovative or conservative.
Things continue to change. Through technology, educators now
Uncomfortable though it may be,
have a more closely observed picture
a central point here is that the factors
of student behaviour than ever before.
influencing academic innovation
Learner analytics allow nearly all
and change are not always – or not
aspects of students’ learning activities
mostly – about best practice. It would
to be monitored. Teachers can match
be attractive to think that, because
the text in their assignments, measure
educators now know theoretically
their keystrokes to ascertain identity,
what pedagogical approaches result
check when and for how long they
in high-quality university learning and
access their learning resources and
what results in poor outcomes, that
even use artificial intelligence (AI) to
automatically the evidence-based best
measure the cognitive complexity of
practice will be adopted. Experience
their forum posts. In general, this is
tells that this is far from the case.
benign – if it can be identified from
Resources (including the scarcest
these analytics that a student is
of all academic resources – time),
likely to fail, teachers can intervene
roles and hierarchies will usually take
to provide them support before
precedence over other factors unless
it happens.
those leading and managing education
The flip side of educational big
explicitly drive behaviours in a
data is teaching analytics. If, from
different way. Notably, technology can
these analytics, it can be identified
play a crucial role in the restructuring
that half the class is about to fail, then
of academic work to achieve better
a different intervention is required.
quality outcomes for students.
There, most likely it is the teacher
There is an Australian private
that needs support and development.
higher education provider that delivers
When these analytics are fully
leadership training using a mainly
functional, then technology will
synchronous online model. Academics
truly drive academic innovation and
lead interactive online seminars of up
quality enhancement.
to a dozen participants. Because the tutorial is captured, it enables a crucial
Change will come. The question is, will it be a good thing?
that they could provide their own
many modern course sites consist
part of the quality enhancement cycle
explanatory notes (glossa) on the
of weekly topics, each of which
to occur. After every single seminar,
source text. Before this time, senior
is an information dump of PDFs,
an educational designer – who has
Vice-Chancellor, Academic Innovation
scholars themselves were far too
PowerPoints and lecture recordings,
specialist educational qualifications
at the University of New England,
busy to waste their time with the
with weekly quizzes testing
and experience, unlike the subject
where he has responsibility for leading
technology of the lecture; reading
surface learning, often managed
matter expert who led the seminar
strategic pedagogical change at
aloud texts was a secondary task,
by administrative staff. Here, the
– will review the recording and
Australia’s largest online university.
best left to the medieval equivalent
technology is making it very easy
provide constructive feedback to the
Previously he has held a number of
of specialist professional staff. Thus,
to resist academic innovation and
seminar leader about what worked
education leadership positions at
the 11th century academic innovation
perpetuate poor learning practice a
well and what could be improved.
several universities in Australia and the
that placed the lecture at the heart of
millennium old.
These feedback reports form part
UK. Originally a music academic, his
of the academic’s performance
particular interests are in educational
university education was driven not
I am entranced by what history
Professor Jonathan Powles is Pro
by educational considerations, but
can tell us about the relationships
review. By all accounts, the student
change leadership and management,
by a combination of its efficiency as
between technology and academic
experience with this provider is
professional learning, and innovative
a technology and by relationships
innovation (and resistance), and
outstanding. The technology – the
learning technologies, in particular
of academic hierarchy and power.
the relevance those lessons have
captured tutorial – is what enables
those which enable authentic, social
Arguably, little has changed. Far too
for educators’ modern practice.
change. If one considers the industrial
and connected learning. n
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EDUCATION TECHNOLOGY SOLUTIONS | 67
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