FOR PRINCIPALS | EDUCATORS | NETWORK ADMINISTRATORS
USING
E D U C AT I O N T E C H N O LO GY S O LU T I O N S I S S U E 8 0 O C T / N O V 1 7
ISSUE 80
in the classroom
w w w. e d u c a t i o n t e c h n o l o g y s o l u t i o n s . c o m . a u
OCT/NOV 2017
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CONTENTS ISSUE 80
28
46 20
REGULARS
FEATURES
8 FROM THE EDITOR
28 COVER STORY
16 INTERACTIVE LEARNING
46 LET’S TALK PEDAGOGY
Dr Michael Cowling, a senior lecturer in educational technology and co-founder of The Mixed Reality Research Lab in collaboration with Bond University, looks at the use of mixed reality in the classroom and its possible implications for the future of education.
Mal Lee and Roger Broadie ask why the digital education provided by the schools of the world over the last quarter of a century warrants a strong F grade.
Gary Bass looks at the implications of virtual reality for education.
10 CYBER CHAT 12 CALENDAR OF EVENTS 66 TECH STUFF 68 PRODUCT SHOWCASES
20 OUR QUEST INTO THE DEPTHS OF GAMIFICATION
74 NOTICEBOARDS
How do you use gamification and flipped learning to develop students of all abilities into selfmotivated collaborative learners who understand that they can grow, regardless of where they are starting from?
42
34 MINDFULNESS MEETS TECHNOLOGY How can we teach students to be digital citizens and ignore the increased distractions and challenges that come from an increasingly connected society?
24 PLUGGED IN What is Destination Imagination and how is it helping students across Australia embrace STEM?
38 OFFICE SPACE Why do we need a management approach to implementing new technologies and pedagogies in the classroom?
42 NEXT STEP
50 PROFESSIONAL DEVELOPMENT Mike Reading gives three possible reasons as to why your professional development plans might be falling apart.
58 TEACHING TOOLS How can you implement Google’s G-Suite effectively in your classroom?
62 GET CONNECTED Brett Salakas gives you a teacher’s guide to virtual reality.
Shelly Kinash and Bill Wade of the University of Southern Queensland look at ways schools can develop minimum viable solutions to improve outcomes around education technology.
54 CODE CLUB AUSTRALIA – SHAPING THE WORLD THROUGH DIGITAL TECHNOLOGY EDUCATION How can we ensure that students have a basic understanding of computer coding beyond simple output, including the processes in lateral thinking and problem solving?
4 | EDUCATION TECHNOLOGY SOLUTIONS
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FROM THE EDITOR www.educationtechnologysolutions.com.au
EDITORIAL
EDITOR John Bigelow EMAIL john@interactivemediasolutions.com.au SUBEDITORS Helen Sist, Ged McMahon
CONTRIBUTORS Dr Michael Cowling, Pete Whiting, Emily McClean, Kelly Tagalan, Mal Lee, Roger Broadie, Jackie Sliverio, Gary Bass, Bill Wade, Shelly Kinash, Anuj Dhawan, Brett Salakas, Mike Reading, Peter Parker.
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
PHONE 1300 300 552 EMAIL admin@interactivemediasolutions.com.au $57 AUD per annum inside Australia
ACCOUNTS
PHONE 1300 300 552 EMAIL accounts@interactivemediasolutions.com.au
PUBLISHER
John Bigelow Editor
T
he use of video games in education is a concept that has received mixed reviews over the years. As recently as only five years ago, the vast majority of
educators were convinced that videos games were not only a major impediment to academic achievement (as they distracted students from study and wasted time), but that video games also potentially incited a range of negative side effects. This belief was in part driven by the existing body of research around the proliferation of violent video games and the impact of such games on attitudes towards violence amongst
ABN 56 606 919463
Level 1, 34 Joseph St, Blackburn, Victoria 3130 PHONE 1300 300 552 EMAIL enquiries@interactivemediasolutions.com.au WEBSITE www.educationtechnologysolutions.com.au
DISCLAIMER
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.
male adolescents. “The general consensus on violent video games is that, to some extent, they breed violence.” (Milgram, S
think, talk, and act – they let players inhabit – roles
1978, Obedience to authority)
otherwise inaccessible to them.”
“Adolescents who were more hostile tended to
Furthermore, Leonard Annetta, of George Mason
consume more electronic media, play more violent
University states in his 2008 paper, Video games
video games, prefer more violent content, and have
in education: Why they should be used and how
fewer parental limits on the content of their video
they are being used (Theory into practice, vol 47.3,
games.” (Gentile, DA et al. 2004 ‘The effects of violent
pp.229–239.), “The video games in education
video game habits on adolescent hostility, aggressive
conversation can be couched in developmental
behaviors, and school performance’ Journal of
psychology (play), learning theory (constructivist),
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.
adolescence, vol. 27.1, pp.5–22)
and 21st century skills.”
and bad in everything. For every unnecessarily violent
problem solving, critical thinking and eye hand co-
WRITTEN CORRESPONDENCE TO:
video game, there is an equal number of games that
ordination has to be seen as a positive thing. As an
can teach students problem-solving skills, encourage
extension to gaming, we are now beginning to see
the use of mathematical, planning and science skills
the emergence of augmented reality, virtual reality
and engage students in ways that traditional teaching
and mix reality, which combines the two. Education
has been unable to achieve. According to Shaffer et
is changing in ways that just ten years ago, we could
al. in their 2004 working paper titled Video Games and
never have imagined. What happens over the next ten
the Future of Learning, published by the Wisconsin
years is anybody’s guess. In this issues cover story,
Center for Education Research:
Dr Michael Cowling, a Senior Lecturer in Educational
Level 1, 34 Joseph St, Blackburn, Victoria 3130 1300 300 552 enquiries@interactivemediasolutions.com.au
However, like so many things in life, there is good
“The first step towards understanding how video
8 | EDUCATION TECHNOLOGY SOLUTIONS
008-009_ETS Editor's Letter.indd 8
Any tool which actively engages students in
Technology at CQUniversity and founder of the
games can (and, we argue, will) transform education
CREATE Lab looks at mix reality in the classroom
is changing the widely shared perspective that games
and how it helps students understand what the
are ‘mere entertainment’. More than a multibillion
future might bring, and how the world might change.
dollar industry, more than a compelling toy for both
We hope you enjoy this issue and if you haven’t
children and adults, more than a route to computer
already done so, make sure you visit our website and
literacy, video games are important because they let
subscribe to the digital version of the magazine. For a
people participate in new worlds. They let players
limited time it is completely free! n
educationtechnologysolutions.com.au
20/09/2017 12:04 pm
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shaping tomorrow with you
008-009_ETS Editor's Letter.indd 9
20/09/2017 12:04 pm
| CYBER CHAT
W
discussions and questions, and helpful
Australia Police, Tasmania Police,
of interconnected
only) nationally delivered crime
information for teachers to better
and Western Australia Police. The
devices and social
prevention program.
understand how and why young people
presentations will generally run for
engage in this behaviour.
45 minutes, however we recommend
ith the rapid proliferation
media platforms over
It is Australia’s first (and
As part of the program, the AFP
allowing an extra 15 minutes for
the last decade, online safety and
have developed a Teacher’s Toolkit.
security has become more relevant
This Teacher’s Toolkit initiative has
individual age groups or to address
now than at any other time in our past.
been developed to assist teachers
issues relevant to the group, however it
The challenge, especially for educators,
in addressing specific issues in the
is most suitable for Years 7-10.
is navigating the maze of information
classroom environment. ThinkUKnow
In addition to the Teacher’s
To book an adult presentation, visit the
and resources currently available to
Teacher’s Toolkits include classroom
Toolkit, interested schools can book
ThinkUKnow website http://thinkuknow.
supposedly help educate and forewarn
activities, videos, and information
live presentations.
org.au and click the Presentation link.
students about the myriad of dangers
on where children can go to for
that abound online. Which ones are
further help. They aim to prompt
designed for parents, carers and
volunteers to find an available presenter
current, credible and safe? Thankfully,
open discussion among students on
teachers and are available for schools,
for your proposed date.
one program from the Australian
technology and how to use it in a safe
community groups, and organisations
Federal Police meets all of
and positive way, and align with the
across Australia. Delivered by
click on the ‘Book a ThinkUKnow
these criteria.
Australian Curriculum.
This lesson can be adapted to suit
The adult presentations are
questions and further discussion.
Booking process
AFP staff will liaise with their trained
To book a youth presentation,
trained, accredited, volunteers from
Presentation’ link on the http://
A key focus for ThinkUknow
law enforcement and our industry
thinkuknow.org.au website. The
the United Kingdom by the Child
presentations is to empower parents,
partners (Microsoft, Datacom and
majority of booking requests will be
Exploitation and Online Protection
carers and teachers to communicate
Commonwealth Bank), the AFP
directed to your local police crime
Centre (CEOP) and was developed
openly with young people about what
aim to provide information that is
prevention area, although in some
for Australian audiences by the AFP
they do online, the challenges they may
accurate, relevant and actionable. The
cases, due to the large regions covered
in 2009.
face, what they can do and who to talk
presentations will generally run for 60
by each police force, you may receive
to if they have an issue.
minutes; however, they recommend
a notification request to contact your
allowing an extra 30 minutes for
local police station directly.
ThinkUKnow was started in
The program is a partnership between the Australian Federal Police (AFP), Microsoft Australia, Datacom
Teacher’s Toolkit
and the Commonwealth Bank, and
The ThinkUKnow Teacher’s Toolkit has
is delivered in collaboration with
been specifically developed around
Years 3-12 and tailored specifically
If you require more information or need
the New South Wales Police Force,
the issue of sharing personal sexual
to the current topical issues each age
assistance, you can:
Northern Territory Police, Queensland
content (also known as sexting) to
group might face online. The Youth
• visit Booking FAQ page
Police Service, South Australia Police,
assist teachers and schools talk to
presentations are delivered by ACT
• contact 1300 362 936 during
Tasmania Police, Western Australia
young people only about this matter.
Policing, New South Wales Police
Police and Victoria Police as well as
This toolkit includes a classroom
Neighbourhood Watch Australia.
10 | EDUCATION TECHNOLOGY SOLUTIONS
010-015_ETS80 Regulars.indd 10
activity, an education video, classroom
questions and further discussion. Their youth presentations are for
Force, Northern Territory Police, Queensland Police Service, South
MORE INFORMATION
business hours • send us an enquiry via our online Contact Form. n
educationtechnologysolutions.com.au
20/09/2017 12:04 pm
P a r t o f t h e F l i p p e d L e a r n i n g 3 . 0 W o r l d To u r
Friday 20 and Saturday 21 October 2017 | Inaburra School, Sydney
This conference is part of the Flipped Learning 3.0 World Tour. There are big changes on the road ahead for teachers, education leaders and administrators. Attend to get a wake-up call and a Flipped Learning 3.0 roadmap combined. Break-out sessions will focus on: • A beginner stream • Making flipped resources • Pedagogy and best practice • Subject specific • Experienced Flippers Stream • Assessment • Scaling up • Research • Flip a lesson • What happens at home The Masterclass Program includes the full conference program PLUS another 6 hours dedicated to specially designed Masterclass sessions. Masterclass sessions target mastery level and offer you an extended conference experience.
Keynote 1: Jon Bergmann IT’S TIME: Flip or Flop – 3 forces turning schools upside down, whether we’re ready or not
Keynote 2: Joel Speranza From Talkies to YouTube, the power of the Moving Image finally realised
Keynote 3: Errol St.Clair Smith What’s Next? – introduce new ideas without losing your mind, credibility or your job
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: 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.
PRESENTED BY: Contact Us: flipconaus@iwb.net.au
010-015_ETS80 Regulars.indd 11
For more information about costs, program options and how to register go to: flipconaus.com
20/09/2017 12:04 pm
| EVENTS CALENDAR
EduTECH Africa 2017
conference embracing Flipped
• Assessment
3-4 October
Learning. Emerging and established
• Scaling up
National FutureSchools Expo & Conference
Sandton Convention Centre,
flipped educators will want to attend
• Research
21-22 March 2018
Johannesburg
this concentrated, high touch, hands-
• Flip a lesson
Melbourne Exhibition & Convention
EduTECH Africa will take place
on conference.
• What happens at home
Centre
in Johannesburg, South Africa in
If you have no prior experience in
The National FutureSchools Expo
October 2017. With 1000s of visitors
flipping a class or school, the beginner
in attendance at our 2015 and 2016
track could be for you. However, you
BETT Show
runs in March and will be held
events, EduTECH Africa is the symbol
will still get a great deal out of any
24-27 January 2018
at the Melbourne Convention &
of just how much potential Africa
other concurrent session so don’t be
Excel London
Exhibition Centre.
holds for technology, innovation and
afraid to choose from there too.
Bett is the first industry show of the
implementation in the classroom.
If you have been flipping your class
is an annual two-day event which
It is the sister-event of EduTECH
year in the education technology
(Australasia and Asia Pacific’s largest
for a while now, you can choose from
landscape, bringing together 850
education event). It consists of one
all aspects of education are
a wide range of tracks and Spotlight
leading companies, 103 exciting new
central exhibition and five parallel
brought together to deliver greater
sessions, many choices to suit
edtech start ups and over 34,700
conferences designed to tackle five
learning outcomes for learners in
every level.
attendees (131 countries represented)
specific areas of the future school:
from the global education community,
• Future Leadership
EduTECH Africa is where
all environments.
If you have reached or would like
For more information visit www.
to reach Mastery level, you can select
that come together to celebrate, find
• Young Learning
terrapinn.com/exhibition/edutech-africa
the Masterclass option, an extended
inspiration and discuss the future
• Special Needs
conference experience.
of education, as well as the role
• Teaching about and using emerging
Sessions will focus on:
technology and innovation plays in
FlipCon Australia 2017 with Jon Bergmann
• A beginner stream
enabling all educators and learners
• Making flipped resources
to thrive.
20-21 October 2017
• Pedagogy and best practice
For more information visit www.
The five conferences at the National
Inaburra School, Sydney
• Subject Specific
bettshow.com
FutureSchools Expo have all been
FlipCon Australia 2017 is a national
• Mastery
12 | EDUCATION TECHNOLOGY SOLUTIONS
010-015_ETS80 Regulars.indd 12
technologies • STEM, coding, robotics and the new digital curriculum.
designed to cater for senior leadership
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| EVENTS CALENDAR
which you can present to your representative body. For more information visit futureschools.com.au
EduTECH Australia 2018 7-8 June 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 8,000+ educators, as well as hosting an official event dinner for 800 guests, 250+ exhibitors and free seminars for exhibition visitors. EduTECH is the only event that brings together the entire education and training sector (primary, secondary, tertiary and workplace learning) plus libraries, government, suppliers and worldrenowned speakers all under one roof. As a delegate, you can choose from a wide variety of conference streams designed for your role, ensuring you get the most out of your professional development investment. Furthermore, EduTECH works with industry to subsidise registration costs to make the conference an affordable and accessible investment in your learning. • Access the very best speakers from Australia and around the world. • Share ideas, successes and challenges. • Discuss, debate and take away implementable outcomes. working in different roles within
industry to subsidise registration costs,
with multiple streams, plus focused
K-12 education.
making this an accessible investment
breakout sessions, MasterClasses
in your learning.
and interactive exhibition seminars
Whether you want to focus your
• This is a second-to-none networking opportunity. • Tailor-make your own experience
engagements on Principals and the
At the National FutureSchools
and displays (not to mention hours of
and choose from eight large
Senior Executives, prefer to talk to
event, educators have access to the
networking functions) – meaning that
congresses, with multiple streams,
the real implementers of technology
very best speakers from Australia and
you gain the benefits of a bespoke
plus focused breakout sessions,
teaching at the coal-face, or are looking
around the world. You can share your
niche program, focused on YOUR
masterclasses and interactive
to meet people in specific roles such
ideas, successes and challenges with
needs, combined with more than 1,500
exhibition seminars and displays
as Foundation or SEN Coordinators,
over 4,000 attendees in similar roles
like-minded education professionals.
(not to mention hours of networking
the event is structured to appeal to the
to discuss, debate and take-away,
people you want to speak to.
implementable outcomes.
Perhaps most importantly, National
Just as importantly, you can tailor-
And of course, earn Professional Development points – when you register, simply tick the box
functions). • See what is on offer and save time by meeting with suppliers in one place, at one time.
FutureSchools is affordable… the
make your own experience and learn
indicating that you wish to apply for
organisers know the education sector
what YOU want to know about – you
CPD/PD Points, and we will post
Visit www.edutech.net.au for more
has limited funds, so they work with
get to choose from five conferences,
you a Certificate of Attendance
information. n
14 | EDUCATION TECHNOLOGY SOLUTIONS
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| INTERACTIVE LEARNING
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Fof A I L U R E SCHOOL DIGITAL EDUCATION BY MAL LEE AND ROGER BROADIE
• All 22 school districts with 1:1
The digital education provided by the
of teachers devoted millions of hours
controls, professional disempowerment,
schools of the world over the last quarter
striving to provide the young the desired
the level of resourcing, working
programs require parents to
of a century warrants a strong F grade.
digital education. Many devoted their
conditions, legal obligations, a mandated
acknowledge there is no expectation
lives to the quest. The reality is that all
curriculum, external exams, buying
of privacy in the use of the device,
society, it is imperative they have
were obliged to do so within a traditional,
procedures, auditors, national standards
even if the schools explicitly allow the
normalised the 24/7/365 use of digital
linear, hierarchical, Industrial Age
and the endless requirement to provide
device to be used by parents or for
technology, and that it underpins their
organisational structure, with factory-like
the ‘office’ accountability data (Lee &
learning and growth. Most schools
processes, mindset and culture. They
Broadie, in press).
globally have demonstrated for 20 plus
were schools where the heads invariably
years their inability to normalise the use of
had – and still have – little understanding
invariably addressed in a discrete subject,
digital technology.
of digital technology, and where the
highly structured, linear, sequential
In educating the young for a digital
Teaching of digital skills/literacy was
non-school purposes. • Eleven districts specify that they can remotely access a student’s 1:1 device at any time and for any reason. • Only six districts that indicate that
government, despite the rhetoric,
and regularly assessed and reported
they have the authority to remotely
globally were using their digital
attached little importance to every child
upon. It was done over the year, when
access state that such access does
connectivity daily (ITU, 2016; Meeker,
growing their learning through digital
scheduled, within the school walls and
not include monitoring via the camera
2017). Near on a billion young people
means (Lee & Broadie, in press).
firewall, without regard to context, student
were doing so, from as young as two
The authors saw far too many
In 2016, 3.4 billion plus people
or microphone (ACLU, 2017).
need or indeed what student learning
It allowed the network managers to watch
years of age (Futuresource, 2017). And
highly able and devoted teachers leave
occurred outside the walls. Teachers were
the young girls and boys in the privacy of
yet few acquired that digital capability in
teaching, burnt out, disenchanted and
obliged to use a centuries old Industrial
their bedrooms. How this was supposed
a school.
utterly frustrated by ineffectual heads,
Age learning model to educate students
to enhance learning is difficult to deduce.
bureaucrats and network managers
on the application of exponentially
One can, however, see why the American
connected families of the developed
who imposed inordinate, often irrational,
evolving media.
Council of Civil Liberties was concerned.
world have normalised the use of digital
controls on their teaching. With the
in every facet of their lives (Wellman et
Since the latter 2000s, the digitally
Atop those constraints, network
The Australian Capital Territory
advantage of hindsight, history reveals
managers imposed their own, often
(ACT) education department, in its
al, 2008; Lee & Broadie, 2017a). Digital
teachers were asked to provide a digital
unilaterally controlling every facet of
wisdom, decided to ban the use of all
technology underpins every facet of the
education for a rapidly evolving world in a
digital usage. For most of the last 20 plus
Apple technology in its schools, a ban
families’ life, work and learning. But not in
dated, inflexible organisational structure,
years, they employed a one-size-fits-
still in place today. It was done at a time
most schools.
with their hands tied. They were expected
all approach for K-12, deciding on the
when the rest of society had long been
to do the near impossible.
operating system, device, software the
technology agnostic, Apple was the
The level of control placed on
students would and would not use and
world’s largest technology company and
of the young, giving them a monopoly
teachers, and increasingly the school
the network controls, preventing the use
global digital leader, and one assumes in
and investing billions of dollars, schools
heads, by government, the bureaucracy
of any student technologies.
the belief it would enhance the children’s
globally in 2017 markedly lagged the
and network managers, was crushing and
societal digital norm, falling ever further
counterproductive. While often working
following two examples exemplify the kind
done at a time when the ACT government
behind (Lee & Broadie, in press).
behind the facade of school autonomy,
of controls teachers had to work within.
had won office on the promise of
Despite governments treating schools as the sole providers of digital education
Since the launch of the World Wide Web in 1993, thousands upon thousands
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every aspect of the teacher’s work was constrained by the likes of hierarchical
While admittedly extreme, the
In Rhode Island (USA), the education authority mandated the following:
digital education. Ironically, it was also
providing every child an iPad! One can but wonder why.
EDUCATION TECHNOLOGY SOLUTIONS | 17
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| INTERACTIVE LEARNING
Since the emergence of the Net, while governments and schools globally have mouthed the right words and have
change, they will fall ever further behind and eventually close (Lee, 2015). Most schools have been unable to
spent considerable monies, the quest
make that move. In marked contrast,
to have digital technologies underpin
the young of the world and their digitally
every aspect of children’s learning and
connected families have, since the advent
development has rarely been a high
of the Web (Lee & Broadie, 2017a),
priority. The focus was, like today, on
readily accommodated that rapid change
the basics, Programme for International
and have used the current technologies
Student Assessment (PISA) scores,
and practices since 1993. In many
maintaining the status quo and the
respects, their success accentuates the
traditional insular place called school.
schools’ failure.
DESPITE GOVERNMENTS TREATING SCHOOLS AS THE SOLE PROVIDERS OF DIGITAL EDUCATION OF THE YOUNG, GIVING THEM A MONOPOLY AND INVESTING BILLIONS OF DOLLARS, SCHOOLS GLOBALLY IN 2017 MARKEDLY LAGGED THE SOCIETAL DIGITAL NORM, FALLING EVER FURTHER BEHIND.
Examine the state/provincial priorities
In believing digital technology to
knowing, governments globally have
are empowering young people to learn
set by principals and one will not find
be vital to their children’s education
long since lost their control of digital
independently and collaboratively, and are
digitally-based learning.
and life chances, in buying the current
education of the peoples of the world.
progressively adjusting their curriculum
technology and empowering the young
In contrast, the structured model of
to complement the learning that happens
personal computer surge of the 80s,
to use it largely unfettered 24/7/365,
digital learning used in the schools that
outside of school. But they are having
schools globally still employ pen and
the digitally connected families of the
ran parallel to the laissez faire model cost
to do this despite governmental and
paper exams in every subject, including
world did what the schools failed to do
governments billions for limited returns.
education authority bureaucratic control
symbolically all Year 12 digital education
– ensure that digital underpinned every
courses. The fact that today’s young
aspect of each child’s life and learning.
Thirty-five plus years after the
are a digital and not a paper and pencil
Moreover, in adopting the laissez faire
In commenting on the success of
and within official accountability and
the digitally connected families and the
assessment systems that ignore the
laissez faire model, it is not to be said
realities of the digital transformation that has happened in society.
generation, or that none could apply
model of digital education to learn how
that all is perfect, or cannot be improved.
for a job with a hand-written note, is
to use and apply the evolving technology
There are many areas for improvement,
conveniently forgotten.
outside the school walls (Lee & Broadie,
not least of which is the need to lift the
and education authorities will recognise
The hope is that some governments
2017b), the families went a long way
digital capability, but the reality is that 3.4
that in the last 20 plus years, the digital
digital evolution and transformation of
towards ensuring the young would not
billion plus people have already proven
revolution has transformed the world
organisations, talks of Digital Darwinism,
only take control of their digital education
the effectiveness of the model.
and the lives of its people, and that
“…when technology and society evolve
but would do so for the rest of their lives.
Brian Solis, a leading authority on the
faster than an organization can adapt”
As the authors delved further into
The structured, tightly controlled
since the advent of the Web the nature
Industrial Age model used by schools
of youth and youth education has
(Solis et al, 2014). That succinctly
their research, it became apparent that:
has, after a quarter of a century of
fundamentally and irrevocably changed.
sums up the situation with most of the
1. The 3.4 billion users globally of the
concerted effort and investment, not
But even starting to recognise this
technology acquired their digital
only failed to deliver, but shows few
requires schools, governments and
understanding using the same laissez
signs of ever doing so.
the bureaucrats to be willing to do a
world’s schools. In the last 20 plus years, the world moved from an analogue to digital base,
faire model of digital education,
with all the associated ramifications.
outside the learning institutions.
It affirmed the inability of inflexible,
2. The dated model employed in the
major rethink.
The Way Forward It is surely time for nations to
For a full list of references, email info@interactivemediasolutions.com.au
Industrial Age organisations, with factory-
schools was the odd one – and not
fundamentally rethink the role of schools
like processes, mindset and culture
the norm.
in the digital education of the young,
Mal Lee is a former director of
and the continued investment therein.
schools, secondary college principal,
– and particularly those like schools
3. Unwittingly and unseen, the people
also tightly controlled by government
of the world have for nearly a quarter
The track record of governments and
technology company director and now
and bureaucrats – to accommodate
of a century naturally grown their
schools would suggest that most will
author and educational consultant.
exponential digital evolution.
digital education, with the trend for
continue with the status quo, regardless.
He has written extensively on the
billions more to soon do so, and to
The hope is that some will recognise
impact of technology and the evolution
do so lifelong.
that since 1993, the digital revolution
of schooling.
As the vast body of digital transformation literature (Westerman et al, 2014; Economist, 2015; Forrester,
Critically, the highly successful laissez
has transformed the world and the
2015; Accenture, 2016) and the
faire model employed by digitally
lives of its people, with the nature of
helping schools get the maximum
closure of thousands upon thousands
connected families of the world:
youth, and youth education, having
impact on learning from technology.
of analogue industries attests, unless
• cost governments nothing, and
fundamentally and irrevocably changed.
He is the Naace Lead for the 3rd
organisations can move to a digitally
was employed without any
operational mode, operate as agile
government effort
Globally, there are exceptional
Roger Broadie has wide experience
Millennium Learning Award. In his
schools that have successfully
30-plus years of working at the forefront
self-regulating units and create an
• will continue to grow, evolve and be
normalised the use of digital, which
of technology in education, he has
evolving tightly integrated digitally-
used by the peoples of the world,
are genuinely collaborating with their
worked with a huge range of leading
based ecosystem and culture that
regardless of what governments
digitally connected families and that have
schools, education organisations and
accommodates the rapid ongoing
and schools opt to do. Without
shown what is possible. Such schools
policymakers in the UK and Europe. n
18 | EDUCATION TECHNOLOGY SOLUTIONS
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The Flipped Classroom movement is sweeping the world. Passionate educators have embraced the model and have been implementing it for over a decade. Flipped Learning has shown great promise and potential, but there have also been several pitfalls. There are a myriad of ways that flipped learning can be compromised by bad practice, inappropriate technology, and poor execution. To that end, the Flipped Learning Global Initiative (FLGI), a worldwide coalition of educators, researchers, technologists, professional development providers and education leaders, has created this Flipped Learning Certification Program. When you complete this course you will be Flipped Learning Certified Level - I. The program includes nine (9) units, takes 7-10 hours to complete and covers these essential topics: • Understanding the pedagogy of flipped learning • Planning for flipped learning • Flipped learning best practices • Tech Tools of the flipped classroom • Effective use of class time • Implementing flipping learning in different subjects and levels • Assessments and flipped learning • Selecting the right technologies • Taking the flipped class to the next level Find out more @ http://flglobal.org/certificationiwbnet/ - (Select the REGISTER HERE button to view the Course Curriculum and preview some free samples). The cost of this course is US $70.00
Are you interested in teaching others how to successfully flip their classrooms? Are you already doing flipped training and wish to validate your skills? Are you interested in becoming a Certified Flipped Trainer and presenting at education conferences? The FLGI train the trainer certification program was created to give Flipped Learning instructors around the world access to the most current global research, global best practices and proven technology. The train the trainer program is the first of its kind. It combines the latest Flipped Learning 3.0 insights, with best practices gleaned from over a decade of delivering flipped training workshops in various subjects, academic levels, countries, and languages around the world. Learn the critical components of how to lead others through the process of changing from traditional models of education to Flipped Learning. The train the trainer program includes eight (8) units, takes 3-4 hours to complete and covers the essential topics.\ Find out more @ http://flglobal.org/traineriwbnet/ - (Select the REGISTER HERE button to view the Course Curriculum). The cost of this course is US $149.00 From IWBNet on behalf of FLGI
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| FEATURE
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BY PETE WHITING
Over the last few years, my
regardless of where they are starting
(usually a video) so they can take care
teaching partner and I have set up a
from. Students always move forward in
of the lower order stuff at home. This
multiplayer classroom that focuses on
our adventure, even if they must take a
frees up time in the classroom to focus
Masters of the Universe: Gamification as an Entry Way to Mastery Learning
collaboration and a growth mindset.
different path than they first thought.
on the higher order tasks and prevents
The greatest video game ever invented
disengagement from those who cannot
is Super Mario Bros 2. It is a great
access the higher order tasks without
side-scrolling platform where a plucky
their teacher there to support them.
little plumber rescues the princess and
We leveraged the time we had been learning to run an asynchronous (read:
Flipped Learning: The Key to the Kingdom
self-paced) gamified (read: mastery-
Our epic journey into the world of
but-with-a-little-awesome-sauce-
afforded by implementing flipped
That is flipped learning 1.0 in a
stomping Koopa Troopas. One of the
gamification was born out of our desire
nutshell. Students engage with new
great things about it is that it requires
thrown-in) course for each of our
to take our flipped classroom to the
content at home and come to school to
mastery. Players cannot half succeed.
classes – Year 8–12 biology and Year
next level. Six years ago, we flipped
explore that content at a deeper level.
They must master the patterns of the
11–12 chemistry). For those readers
all of our classes with game-changing
This left us with a tremendous amount
game before being allowed to move
wondering why they should join our
results, but three years ago we were
of time to use those pedagogies
on. However, it is not frustrating
adventuring party, it is not because it
ready for the next challenge. For the
that we had always dreamed of. We
enough that players stop. There is a
was super fun (even though it was),
uninitiated, flipped learning is where the
wanted to get to a self-paced mastery
difficulty curve; it gets progressively
it is because we have been able to
direct instruction is removed from the
course – our map to that destination
harder and, while it is always
develop students of all abilities into
group learning space to the individual
was gamification. I am sure that it is
challenging, it is never impossible or
self-motivated collaborative learners
learning space. This is done by
possible to get to gamification without
inaccessible. This is what we wanted
who understand that they can grow
providing students with micro-lessons
it, but I do not know how.
our class to be.
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| FEATURE Chocolate-covered Broccoli Game-based Learning and Gamification
working to solve a problem. Our best
There is a difference between game-
mystery, like who murdered their teacher/
based learning and gamification of
mission commander. Not every unit is
learning. Game-based learning is
perfect and they are better this year than
where one plays a game with an
they were last year. Next year, we will get
educational aspect to the gameplay.
even better!
modules culminated in building a model or compiling all the ideas into solving a
OUR EPIC JOURNEY INTO THE WORLD OF GAMIFICATION WAS BORN OUT OF OUR DESIRE TO TAKE OUR FLIPPED CLASSROOM TO THE NEXT LEVEL.
These are also called ‘serious games’
These scenarios happen in the
and have sometimes been referred to
theatre of the mind – we might have the
as chocolate-covered broccoli. At first,
odd image projected on the board, but
they seem like fun, but they can leave
as educators we tend to be storytellers.
students feeling as though teachers are
Tell a story, no matter how silly it is, and
trying to sneak in some learning.
it will increase the buy-in for students.
The quest books (found at www.
The activities in your course need to
catfisheducation.com) have a simple
serve the story.
structure. The scenario is outlined with
have done and, more importantly, how
Gamification has the opposite approach. Gamification is the addition
We have used a quest book.
should never lose XP for poor behaviour or any other infraction. This is a brief introduction of what we
story consequences if they do not fulfil
we have done it. We are not tech heads
its simplest, it might be adding badges
Collaboration
their quests and then there is a table
and we are not super gamers; we just
to achievements in class or behaviour
So, you have your scenario, who are
with their quests. Quests include videos
wanted to give our students something
– think Class Dojo or giving literal
your adventurers? Get the students to
(flipped learning), tasks, experiments,
that they all felt they could achieve and
badges/stickers for student work. This
build a character, an avatar to explore
writing tasks and so on. These quests
push themselves with. We knew mastery
relies on extrinsic motivation and can
the story that you are building together.
can be split further into core quests
was where we wanted to end up, so
be excellent at developing habits if it is
Ours are science classes, so we had
(necessary to move forward) or side
gamification became our mighty steed
not the focus. However, mastery was
students identify with a ‘class’ or a job
quests, which students choose to
of choice.
our goal not gamification, so instead
that they were team leaders for (each
do for extra experience points. The
of gamifying an aspect of our lessons,
team consists of three to four mixed
learning here is very explicit and visible.
Resources
we gamified our whole course design
ability students). We had engineers,
Students know what they need to do to
• Other teachers who are doing it are
from Year 8 students through to Year
mathematicians and librarians/
be successful and they have choices.
12 students. Our gamified classroom is
researchers. Everyone works on each
In fact, in the second iteration, I leant
and contact us through Twitter
modelled on an old school tabletop role
task, but these were self-nominated
heavily on the principles of Universal
(@Mr_van_W) or email. My
playing game (RPG) for the newbies,
roles that others could look to when they
Design for Learning and students
favourite thing to do is to help, share
Dungeons and Dragons style.
needed help in certain areas of work.
were often given freedom in how they
of game-based elements to learning. At
This is the greatest part of most
Choose your Destiny
RPGs and a big factor in deciding on
There are many roads to gamification,
this model. There is no competition
this is ours…
and everything is cooperative play. It
expressed their learning, as long as they address the learning goals.
and learn from other people. • The Multiplayer Classroom by Lee Sheldon and Gamify Your Classroom: A Field Guide to
is multiplayer through collaboration;
Growth Mindset in Gamification
style. The whole year has a theme that
precisely how we want their learning
Experience points (XP) are how gamers
revolves around the colonisation of Mars,
to be.
know they are progressing; this was
Our classes are immersive RPGs in
the greatest resource. Contact them
Game-Based Learning by Matthew Farber are books that we constantly referred to. • http://goblin.education is an
something that we used to great effect
open source teacher professional
in developing a growth mindset. The XP
development course that teaches
(published to the students via a Google
gamification through playing a
RPG style of course design because it
In the tavern, there sits a cloaked stranger. In her hand, she holds a map…
sheet) show the students where they
tabletop RPG out of Oklahoma
was something that we understood and
So, when you set a class up like this
are and if they are meeting the minimum
University developed by Keegan
we could do it super low tech.
you will need a place for the students
standards (important note: self-paced
to access the course. This is the most
does not mean no pace) in work they
Good luck on your quest brave
course outcomes to separate scenarios
tech-heavy part; you will need to build
have submitted.
adventurer. n
that fit our storyline of colonisation of
a platform. For us, this was a Google
Mars. For example, the Year 8 electricity
site (a drag and drop webpage builder
not for achievement. At no point are we
unit revolved around getting the lights on
– make sure you click the ‘new sites’
giving XP for high scores or being the
chemistry and biology teacher at
for the habitat so they could move out
button). For others it was a WordPress
top of the class. Every student can show
Kinross Wolaroi School in New South
of their cramped Mars Lander. These
blog, for some it is a paper handout. Put
growth regardless of their natural ability
Wales. He can be contacted via email
scenarios are where the problem to
simply, the students will need a map of
and this is explicit and visible for the
pwhiting@kws.nsw.edu.au. Follow him
solve comes from. This is the start of
where they are going and what that map
students and the teacher. XP are accretive
on Twitter @mr_van_w or visit www.
the intrinsic motivation – students are
looks like is up to you.
and they never decrease. Students
mrvanw.com for more information
although for my Year 12 chemistry class this takes a turn to murder mystery as we tackle forensics. We settled on the
In getting started, we mapped out our
22 | EDUCATION TECHNOLOGY SOLUTIONS
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Long Wheeler and John Stewart.
XP are awarded for work submitted, Pete Whiting is a science,
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020-023_ETS80 Article 1.indd 23
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| PLUGGED IN
FROM
IMAGINATION TO
INNOVATION BY JACKIE SLAVIERO
24 | EDUCATION TECHNOLOGY SOLUTIONS
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What is Destination Imagination?
that my own students are trying to
The vision of Destination Imagination
students the opportunity to take risks,
(DI) is to be the global leader in
innovate, and hone skills that make DI
teaching the creative process from
alumni some of the most creative and
imagination to innovation. DI’s mission
imaginative thinkers out there! I love
is to develop opportunities that inspire
being a Team Manager. So many of the
the global community of learners
members of the team I have managed
to utilise diverse approaches in
continue to participate in DI as they
applying 21st century skills (creativity,
head into high school, getting more
collaboration, communications and
and more comfortable with the people
critical thinking).
they are slowly becoming.”
The Destination Imagination
solve. Competition aside, DI allows
Students who participate in DI are
program is a fun, hands-on system
encouraged to not only think outside
of learning that fosters students’
the box, but they are guided to believe
creativity, courage and curiosity
there is no box. In the guidelines for
through open-ended academic
Team Managers, Rules of the Road,
challenges in the fields of science,
there is a very simple rule – If it doesn’t
technology, engineering and
say you can’t, you can.
mathematics (STEM). The participants ethics, respect for others and their
Destination Imagination Lands in Australia
ideas, and the collaborative problem-
Because of Spencer, I took a ‘giant
solving process.
leap’ and signed to be the Affiliate
learn patience, flexibility, persistence,
Within this global competition,
Director of Destination Imagination
Destination Imagination Australia
Australia. It has been a whirlwind
teams are given the choice of a
since then. Supported by the US
science, technology, service learning (outreach) or an engineering challenge to solve.
Consulate and the US Embassy, in February we did a roadshow stretching from Sydney, through Canberra, to Melbourne. We ran a few workshops
Why Destination Imagination?
feedback was amazing. It was not too
a great mate, Spencer
long before schools were signing up
Kiper, who is one of those
whole year groups to ‘do DI’. It was also at this time we
you had as a student
received financial support to take four
and wins awards for his
teams to the Destination Imagination
incredible work. I asked
Global Finals in Knoxville, Tennessee.
Spencer to tell me, out
Destination Imagination Global Finals
of all the programs he
is an annual competition that assesses
delivers, why DI.
students’ problem-solving ability. The
“Destination
competition is in two parts – a long-
Imagination offers so
term challenge that assesses problem
much to our youth, it’s
solving within a particular domain, and
hard to say what I love most
an instant challenge where students are
about the program. However,
given a problem that they must solve
if I were being honest, it
and present the solution within five to
inspires me to know that from all corners of the
024-027_ETS80 Plugged In.indd 25
Process and instant challenges. The
I first heard about DI from
educators that you wished
educationtechnologysolutions.com.au
with teachers, teaching the DI Creative
10 minutes. We took two high school teams from Parramatta Marist in
Earth, there are children
Sydney and two primary school teams
working together to
from Firbank Grammar in Melbourne to
solve situations
represent Australia for the first time in
and problems
the history of Destination Imagination.
EDUCATION TECHNOLOGY SOLUTIONS | 25
20/09/2017 12:14 pm
| PLUGGED IN
The students and teachers were
CREATIVE PROCESS
fast tracked through the program in six weeks, with a lot of extra time outside of school hours. It is normally
Recognise
a 20-week program. This program is student-centric and teacher
Imagine
interference is not allowed. All the work is done by the students. Practising instant challenges and team building,
Collaborate & Initiate
as well as project management and budget constraints, pushed the students to be creative.
Access
What the DI Team Managers Had to Say
Evaluate & Celebrate
Parramatta Marist Our teams were Radioactive Redbacks (Science) and the Fair Dinkum Dingoes
materials also have different weights
reading! It was not until the holidays
Where to from Here?
(Engineering).
at different altitudes (Tennessee being
that we really stopped and reflected on
Straight after the Global Finals, both
slightly different to Sydney) and that
the experience. Destination Imagination
schools signed up many more teams to
humidity affects balsa wood.
is everything we believe about
be involved with the 2017–18 program.
For the engineering challenge, In It Together, the team was required to design, build and test multiple
The two teams were successful
education and a whole lot more. Thank you for allowing us to be a
Schools all over Australia and New
freestanding structures that work
competing on a world stage and it
together to support as much weight as
was a great learning experience for
part of the Global Finals experience. I
teams. The Destination Imagination
possible. Teams also developed and
all involved. International travel added
do not think Meaghan or I have ever
Australia National Tournament will
presented a story in which characters
another dimension to the learning
worked so hard, yet nor have we ever
be held in November, so there is
from two nations worked together
experience for our students, as small
been involved with something that
still time to become involved in this
to solve a global issue. Marks were
things like changing money and getting
has been so rewarding. We are truly
amazing program.
allocated for the ratio between the
on flights on time while managing to get
grateful for your energy, enthusiasm
weight of the device and the weights
all of the props and costumes onboard
and hard work that made the whole
au for team registration, school
held by the device. The device had to
was a challenge.
thing possible.
visits and teacher professional
be between 10 and 25 grams. This
A great way to broaden the mindset
We are now ready to enter some
Zealand are invited to register their
Email jackie@diaustralia.com.
development workshops.
presented a great challenge, as the
of students is to offer them a global
more teams for the next round of
example scoring weights were over
experience in learning, as our world gets
Destination Imagination.
further information:
200 kilograms.
smaller and our connections get greater,
watch?v=fl1tdJH6a3s watch?v=mnrXa79xEoI n
Suggested links for https://www.youtube.com/
For the science challenge, Top
students who have the opportunity
Secret, the team was required to create
to meet and greet similar minds on
What the DI Student Participants Had to Say
and present a story about a secret
the opposite side of the world will
“I definitely learnt to listen to people a
mission, research and apply methods
experience a growth mindset far beyond
bit more and make sure that everyone’s
from cryptography and steganography
that compared to a standard classroom.
ideas are being incorporated into the
to reveal secret messages and finally
The engineering team was particularly
final product.”
design and create a cryptographic
successful, placing 30th in the world,
device that encrypts and then decrypts
with a final held weight of their structure
basically the same as Year 11 Problem
the Honeywell Educators @ Space
a secret message which was given
at nearly 363 kilograms (800 pounds).
Based Learning, so it was similar to
Academy program, the Space Camp
what I was already used to, but on a
USA ambassador, the Australian
Firbank Grammar
longer term. I think by undertaking this
representative for Global Friendship
additional constraint of needing to fit
What a truly amazing experience
project, it has already helped me at
Through Space Education program
all of our presentation materials and
Destination Imagination has been for
school and going to Global Finals would
(Space Camp Turkey) and a National
devices within our suitcases to travel
our girls and for Meaghan and myself.
also help in future modules.”
STEM consultant. She is on the
to the US. This was an interesting
Our teams were named Highly Koalafied
constraint, as the engineering team
and Green and Gold Goannas, both in
looked at other ways to approach the
App, Pallas Advanced Learning
even had to build themselves a mini
the science discipline.
challenge, then we possibly would have
Systems and Launchbox. Jackie
scored many more points. I learnt that
can be contacted at onegiantleap@
during the presentation. For both challenges, we had the
esky to ensure that there was no
When we returned from the Global
“The long-term challenge is
“I learnt from DI that if we had
https://www.youtube.com/
Jackie Slaviero is the founder of One Giant Leap Australia. She is the international ambassador for
advisory boards of Quberider, ELLA
effect of the changing temperature and
Finals, we launched straight back into
our collaboration skills are extremely
bigpond.com or on Twitter @
altitudes on the plane. They learnt that
school life – report writing and proof
vital to the success of our challenge.”
JackieSlav
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| COVER STORY
in the classroom BY DR MICHAEL COWLING
Do you ever get the overwhelming
the remote control and start scrolling
impression that we are living in the
through Netflix trying to decide which
future? So much of what we take for
television show or movie to watch on
granted today would have amazed our
demand, streamed directly to your
past selves from 10 or 20 years ago.
home via the multi-megabyte fibre
Schooled by television shows like Star
optic Internet connection we all have,
Trek and The Jetsons, the younger
spare a thought for your past self who
versions of ourselves imagined a 21st
had to watch whatever was on one of
century world with limitless data,
the three commercial stations at the
endless screens and intelligent voice-
time, or venture out into the world and
controlled computing devices.
visit the local video store, remembering
Next time you nuzzle down into the couch, turn on the television with
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as well to return the cassette after you watched it!
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| COVER STORY
Or perhaps next time you holler
the real world on the left-hand side
contextually relevant learning
be experienced immersively by other
across the room, “Hey Siri, what’s the
(real reality) and the virtual world on
environment for students. Using
students. Through mixed reality,
weather like today”, spare a thought for
the right (virtual reality). In between
technologies such as depth sensing
pedagogy can be enhanced by the
your past self, who had to remember
these two extremes are two other
cameras and global positioning
digital, changing the way students
to buy a newspaper the day before
possibilities – augmented reality,
systems, digital objects can augment
experience the world, in the same way
to ensure you had this information,
where the real world is augmented
the real world, providing extra
that smartphones and data on demand
or catch it at some point on the
with digital objects, and augmented
information and context for students.
have changed the world for us.
aforementioned commercial news.
virtuality, where the virtual world is
For instance, imagine a scenario
We are living in the future, where data, technology and robots are an integral part of our everyday lives,
Robotics is also poised to make
augmented with real-world objects (or
where students studying geography
a significant change to our world.
representations of them).
could wander the school wearing
Like mixed reality, robotics adds a
an AR headset, looking at physical
digital component to the real world,
Mixed reality, including augmented
so much so that we often forget they
reality (AR), virtual reality (VR)
objects like trees and rocks and getting
but gives it a more physical form that
are there. And what better place to
and what Google calls immersive
additional augmented information; or
we can interact with. This provides
embrace this future technology than
environments, seeks to blend the
imagine a space where students could
robots with the ability to inhabit our
in our classrooms? If every commuter
physical environment with digital
construct their own digital objects,
world and provide digital assistance
on your local train ride is staring into a
objects to produce a blended,
creating a digital art gallery that could
to our physical space. This assistance
screen, then why not also make them a part of our classroom activities? And not just in the Science, Technology, Engineering, Arts and Mathematics (STEAM) classroom, but in the everyday classroom, for disciplines as diverse as mathematics, science and drama. To their credit, many schools already do this, with one-to-one programs for technology devices very common, and social networking and photo and video production progressively taking up more and more of each lesson. This makes sense – when these devices are used properly, they can provide invaluable insight into the classroom. But what of the future? If the students of today are the citizens of tomorrow, they should get a chance to learn about the technology of tomorrow today. Just like we envisioned a world of tomorrow through Star Trek and The Jetsons, these kids should be able to do the same for the world of 2030. And it would be great if they could do this through using basic versions of the technology today. Enter the STEAM classroom of the future, where technologies such as mixed reality and robotics are poised to show students the possibilities of that future.
What Is Mixed Reality? Mixed reality is a broad term first proposed by Milgram and Kishino in 1994 to describe a continuum between
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Like us on Facebook Search ‘Education Technology Solutions’
028-033_ETS80 Cover Story.indd 31
20/09/2017 12:18 pm
| COVER STORY
they could provide additional aid as a
classâ&#x20AC;?. As educators, we could not hope
engagement around technology
teaching assistant. Below are the top
for much better.
and education. He is co-founder
four items performed by teaching aides
For a full list of references, email
of The Mixed Reality Research
in the classroom:
admin@interactivemediasolutions.
Lab in collaboration with Bond
Task responsibilities / Percent of Sample
com.au n
University, which focuses on mixed
1. Working with small groups of
reality technology research in Dr Michael Cowling is a senior
education. Contact Michael via email
students on academic tasks (such
lecturer in educational technology.
m.cowling@cqu.edu.au, follow
as reading, maths, word study,
He founded The CREATE Lab at
him on Twitter @macowling or
science) / 100 percent.
CQUniversity, which is focused
visit www.michaelcowling.com for
2. General classroom support
on collaborative research and
more information.
for students and teachers / 100 percent. 3. Administrative duties for teachers could be in the form of helpful advice,
(such as photocopying gathering
companionship, or even physical
resources, data entry, filing, setting
assistance with their robotic limbs. For instance, imagine a robotic assistant that lived within your home and provided companionship. Like a
up activities) / 96 percent. 4. One-on-one support for ascertained students with disabilities / 67 percent.
pet, it could keep you company in your
As of today, a robot could do point one
home, but unlike a pet, it has access
to three of this list, with the robots of
to digital information to make this
the future being able to easily complete
experience even more authentic. So,
all four (Harris & Aprile, 2015).
the robot could discuss your friends,
As part of our work in The CREATE
family and life based on information
Lab at CQUniversity, and in collaboration
available over the Internet, or could talk
with The Mixed Reality Research Lab
to you about the weather or the top
at Bond University, we have been
news stories. Because it is a physical
conducting some tests on how this
embodiment of the digital, a robot
technology might change the classroom.
can also help with physical tasks, like
Whilst the results are early, evidence
turning down the thermostat, fetching
suggests that there is a positive reason
the mail, or making some tea.
to add robotics and mixed reality to the
In the classroom, this assistant functionality can also be useful for students. Whilst it is unlikely that a
classroom, and that student learning can be improved with these technologies. We feel that a combination of these
robot would ever replace a teacher,
technologies comprises a new type of
it could assist with keeping special
classroom, where technology plays
needs students company, reminding
a central role in communication and
them about tasks, or even helping them
collaboration, particularly for teaching
physically. Whilst robots such as this
in STEAM. A paper we published in the
are still being developed, commercial
International Journal of Innovation in
robots such as Alderbarenâ&#x20AC;&#x2122;s Nao
Science and Mathematics Education
and Pepper robot already provide
recently gives more details for those
a social companion function, with
interested in finding out more (Birt &
promise of the Romeo robot in
Cowling, 2017, 25(4), 1-16).
2018 also providing some physical assistance capabilities.
Adding these technologies also helps students understand what the future might bring and how the world
What Could a Robot Do in the Classroom?
might change. Whilst the technology we
Whilst a robot would never replace
we use tomorrow, it would be great if,
a teacher, a good place to start in
20 years from now, students looked
thinking about what robots could do
back at their classroom and thought
in the classroom is to consider how
â&#x20AC;&#x153;we started living the future back then in
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use today might be different than what
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| FEATURE
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20/09/2017 12:22 pm
MINDFULNESS MINDFULNESS MINDFULNESS
MEETS TECHNOLOGY BY EMILY MACLEAN
Technology has become a vital
Understanding Mindfulness
allowing them to feel less stressed and
mindfulness is age appropriate and
component of our everyday lives and
Mindfulness is one way to develop an
reactive to situations, creating a greater
tailored to the social-emotional
changed the classroom environment.
awareness of ourselves as individuals.
sense of calm within. This allows
needs of the students. The program
With easier access to information
We do this by taking time to refocus,
students to develop coping skills
progresses with each lesson,
and the ability to connect globally,
breathe and evaluate our current
with their emotions. When students
building on mindfulness skills with
classroom walls now expand well
needs. Mindfulness is about bringing
have greater self-awareness through
each routine as students become
beyond the school’s physical
awareness to the present moment you
mindfulness, they are also more
more familiar with their breathing
boundaries. However, with instant
are in. It can be practiced informally
likely to be compassionate towards
and become more attuned to
information and connectivity, this also
through sitting quietly and meditating
others. The focus on socio-emotional
their own thoughts, feelings and
creates increased distractions and
and breathing, or through more formal
learning, skills and student wellbeing
physical state. The app saves your
challenges, leading to a greater need
mindfulness routines that focus on
through mindfulness allows students to
progress in the program so you
to focus on digital citizenship with
being aware of certain aspects of your
develop a greater ability to focus and
can pick right back up the next day
our students.
body or environment. Mindfulness is
concentrate during their lessons.
When our phone buzzes or we
and continue with your students. 2. Headspace (subscription-based):
becoming more present in classrooms
hear a ‘ding’ indicating a message, it
to begin the school day or refocus after a break as a way to reconnect
Technology Applications that Support Mindfulness
Headspace is similar to Smiling
is likely that both kids and adults alike reach for their phones to respond. It
with oneself.
Practicing mindfulness doesn’t have to
meditation. The UK-created
always mean putting away our devices
app provides some free initial
completely. There are many resources
mindfulness meditations; however,
the many notifications, interruptions
The Benefits of Mindfulness in the Classroom
available online and in the app store to
it then requires a monthly or yearly
or distractions that technology
Mindfulness benefits students in many
support introducing mindfulness into
subscription to unlock hundreds
generates impact our environment
ways. It allows our bodies and minds
your classroom. Here are four that will
more. The mindful meditations for
and our daily lives. As teachers,
a break from screens and devices.
help you integrate mindfulness into
children are between one to 10
we need to be cognizant of the
As students focus on themselves
your daily classroom with lessons,
minutes in length, making it easy to
purpose of technology in our classes
throughout a routine, they provide
breathing and easy-to-use resources
and ensure we model a balanced
their eyes respite from screens,
right away:
approach to technology use inside
while providing their body with the
1. Smiling Minds (free): This is an
and outside of the classroom. It is
ability to realign from potentially poor
Australian-created app containing
students to practice mindfulness
important to have an awareness of
posture and relax tension throughout
an abundance of routines. It
through stories and characters.
when devices are enhancing creativity
their muscles.
consists of programs with a series
The mindfulness meditations
Students learn techniques to help
of mindfulness meditation routines
are created around topics such
manage and regulate their emotions,
grouped by age to ensure the daily
as going to bed, managing
is rare that we stop to think about our relationship with our technology and
and learning, and when they are hindering development.
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Minds in that it provides guided
fit into any part of your day. 3. Mind Yeti (subscription-based): Mind Yeti is an app for elementary
EDUCATION TECHNOLOGY SOLUTIONS | 35
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| FEATURE
emotions and focusing prior to
prefer over others? What helps
record themselves reading their
an assessment. These targeted
to create the calming nature
script in GarageBand, Soundtrap
topics allow for students to
of mindfulness?
or another application of their
become more attuned to their
choice, similar to a podcast,
2. Establishing a topic and theme
feelings and emotions in given
for their routine. Thinking
to create a digital copy of their
situations, or help them prepare
about body scans, bubbles,
mindfulness routine. For students
for upcoming experiences by
breathing, your senses and
who may be shy about presenting
focusing on seven mindfulness
other elements common to
in front of their peers, this also
skills: breath, body, thoughts,
mindfulness routines, students
provides an alternative method of
feelings, sensations, gratitude
can begin to choose what their
sharing their creation in a non-
and kindness.
own mindfulness routine will
4. SettleYourGlitter (free): This
threatening way. 6. Receiving Feedback. Self-
focus on. This provides an
application is similar, in principle,
opportunity for adaptations to
reflection and peer feedback
to the idea of a snow globe.
existing routines, or for students
following the mindfulness session
SettleYourGlitter allows students
to explore their creativity with new
provides students with the
to identify their current emotion
metaphors and ideas in their own
opportunity to receive praise for
(mad, sad, silly, worried) and to
mindfulness practice.
their accomplishments, while also
what extent they are feeling this emotion. After shaking the mobile
mindfulness routine. Reflecting
device, the glitter swirls around a
back to the different routines,
bubble on the screen and begins
students learn how to introduce
to settle. The child focuses on
a mindfulness routine, create a
the glitter as it falls and there is
journey for their participants and
a little blowfish to the right of the
bring the mindfulness practice
bubble to help prompt students
to a close. What images do
with breathing in and out. This
the students hope to construct
helps to reduce stress and calm
in their participant’s minds?
students with visual cues. Once
Students will learn to strengthen
the glitter settles, students can
their descriptive writing with
self-assess whether or not they
a focus on the five senses to
need to continue or if they are
compose vivid imagery that is
ready to move on with their day
calming for others.
in a more calm and controlled emotional state.
developing next steps for their
3. Writing a script for the
4. Leading a routine in class. Leading a mindfulness routine for your peers is more than
MINDFULNESS BENEFITS STUDENTS IN MANY WAYS. IT ALLOWS OUR BODIES AND MINDS A BREAK FROM SCREENS AND DEVICES.
next turn leading the mindfulness for the class. Allowing for student voices to become a part of the mindfulness program increases engagement and participation. Mindfulness positively impacts the culture and climate of a classroom by supporting student wellbeing, encouraging balance, breaking from digital screens and allowing students to have more awareness of themselves before they continue going about their day. n Emily MacLean is an international educator currently in Australia and has worked in
Student Developed Mindfulness Routines
just reciting a script. Creating
As the school year progresses and
mindfulness is just as important.
elementary PYP teacher. She is an
students become more accustomed
The lead facilitator may want to
Apple Distinguished Educator (Class
to mindfulness as a practice, there is
dim the lights and play relaxing
of 2015), Apple Teacher, Google
the opportunity to move beyond the
music as students come in and
for Educator Certified Innovator
apps to have your students create
encourage others to find a place
and Trainer. She holds a MEd.
their own routines and develop
in the classroom to sit or lie
(Information Technologies) and a
ownership over the mindfulness in
down somewhere that will be
MEd. (Educational Leadership) from
their classroom. This presents a
comfortable, and where they
Charles Sturt University. Emily is
variety of learning opportunities for
won’t be interrupted by others
passionate about fostering student
the students:
during the session, before sharing
voice and leadership inside and out
1. Compare and contrast.
their routine as a spoken word. In
of the classroom and facilitating
Comparing different routines will
preparation, the students will want
professional development to
help students become aware of
to practice their pacing and tone
build capacity in staff. Emily can
the elements that help establish a
of voice by rehearsing how they
often be found doing ‘Just Dance’
mindfulness routine from calming
present their mindfulness routine.
or playing dodgeball with her
music, voice, pace, pausing
an environment that facilitates
5. Recording the mindfulness
Canada, Singapore and China as an education technology coach and
students. Connect with Emily on
and breathing. What aspects
routine to add to your class
Twitter @msemilymaclean or www.
of certain routines do students
collection. Students may wish to
emilymaclean.com
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| OFFICE SPACE
A Management Approach
TO IMPLEMENTING NEW Technologies And Pedagogies
In The Classroom BY BRAD MURPHY
Making Change
of a growth mindset is to embrace
approach. Although this is necessary
Change is difficult at the best of
challenges and persist in the face of
to a point, only using this approach is
times, but even more so in schools
setbacks (Dweck, 2006).
not ideal, especially when introducing new technologies that require a change
that have busy schedules, traditional
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pedagogies with the ‘we have always
A Strategy for Change
in pedagogy in order for transformation
done it that way’ mindset, and a myriad
Implementing new technologies and
of teaching and learning rather than
of approaches, methodologies and
related pedagogies like a Learning
mere replacement to occur (Hughes,
technologies all vying for teachers’
Management System (LMS) such as
Thomas and Scharber, 2006).
attention. David Thornburg put it that
Moodle, or cloud-based collaborative
managing such change, whether it is at
technology like Google Apps for
teachers, there must be ownership of
a whole-system level, school level, or
Education (GAFE) requires effective
the process and the best way to do that
classroom level is as difficult as trying
strategy to inform the users of benefits
is to include a ‘bottom up’ approach.
to rebuild a car engine while speeding
(Aladwani, 2001). Both of these
However, such an approach cannot
down a highway! (Thornburg, 1995).
technologies have been introduced to
be just a random guess; it must be
Just because something is difficult,
the author’s school over the last two or
targeted and specific to the teachers’
however, does not mean it should not
three years and this would be the case
own context because the further down
be done. If teachers expect students
for many other educational institutions.
the hierarchy the more narrow and
to embrace a growth mindset then at
Most schools implement change
specific that context is (Klein, 2006).
the very least so should they and part
through a ‘top down’ management
Bottom up approaches include peer
In order to have maximum buy-in by
educationtechnologysolutions.com.au
20/09/2017 12:31 pm
TWO MINDSETS CAROL S. DWECK, Ph.D.
Fixed Mindset
Growth Mindset
Intelligence is static
Intelligence can be developed
Leads to a desire to look smart and therefore a tendency to ...
Leads to a desire to learn and therefore a tendency to...
CHALLENGES ...avoid challenges
...embrace challenges
OBSTACLES ...give up easily
...persist in the face of setbacks
EFFORT ...see effort as fruitless or worse
...see effort as the path to mastery
CRITICISM ...ignore useful negative feedback
...learn from criticism
SUCCESS OF OTHERS ...feel threatened by the success of others
...find lessons and inspiration in the success of others
As a result, they may plateau early and achieve less than their full potential. All this confirms a deterministic view of the world.
As a result, they reach ever-higher levels of achievement. All this gives them a greater sense of free will.
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| OFFICE SPACE
Hughes J, Thomas R & Scharber C (2006). Assessing Technology Integration: The RAT - Replacement, Amplification, and Transformation - Framework.
REPLACEMENT Tech serves merely as a different means to the same instructional end
AMPLIFICATION Tech increases efficiency and productivity without fundamental change
TRANSFORMATION Tech allows forms of instruction and learning that were previously inconceivable
9. My students think that I should
coaching, action research and design
Assuming research has been done
teachers in determining their use of
thinking, all of which can be used
to introduce a new innovation as
Moodle are shown below and were
to complement each other. Before a
appropriately as possible, a strategy for
modified from Usersâ&#x20AC;&#x2122; Acceptance
bottom up approach can be determined,
change is:
and Use of Moodle: The Community
there must be a mechanism to ascertain
1. Introduce the new innovation.
Influence (Baytiyeh, 2013). The survey
Satisfaction
what that might look like for individual
2. Use an innovation adoption
can be modified for any technology and
11. I find Moodle useful for my
teachers. Though this task is a difficult
model to determine acceptance
one, it is not impossible. There are
and adoption.
two innovation adoption models that
3. Analyse the results and target
can be used to do this â&#x20AC;&#x201C; the Concerns
groups or individuals with
Based Adoption Model (CBAM) and
personalised professional
Unified Theory of Acceptance and Use
development to address the
of Technology (UTAUT). CBAM is the
identified needs.
for teachers or students to complete. User Perception 1. Moodle enhances the instruction in courses. 2. Moodle enhances the organisation of learning materials in courses.
4. Use bottom up approaches, such
used in educational settings for almost
as peer mentoring and action
communication between students
30 years, while UTAUT has only been
research to drive collaboration,
and teachers.
around since 2003 and, therefore,
training and further change.
3. Moodle results in better
4. Moodle results in better collaboration among students.
and use (Straub, 2009). Both of these
UTAUT In A Nutshell
models have their differences, but what
The UTAUT framework is a method
they have in common is a method to
of conducting questionnaires using
analyse top down implementation of
a Likert scale with the following
new innovations and how they are being
classifications: user perception,
Community Influence
accepted and adopted. Both approaches
community influence, satisfaction,
7. People who are important to me
will be compared in a future article;
service quality, learnability, and
however, UTAUT will be the focus in
technical quality. In a study conducted
this article.
by the author, the questions asked to
40 | EDUCATION TECHNOLOGY SOLUTIONS
038-041_ETS80 Office Space.indd 40
of Moodle.
teaching/learning tasks. 12. Using Moodle enables me to
better known of the two, having been
has more limited research backing
use Moodle. 10. The college encourages the use
5. Moodle enables students to be more engaged in courses. 6. Moodle helps managing course activities.
think that I should use Moodle. 8. People who influence my behaviour think I should use Moodle.
accomplish my teaching/learning tasks more quickly. 13. Using Moodle increases the effective use of my time in handling my teaching/learning tasks. 14. Using Moodle improves the quality of my work. 15. Using Moodle enables me to organise my teaching/learning tasks. 16. I find Moodle reliable for my work. Service Quality 17. The college IT staff are helpful in the use of Moodle. 18. When I need help to use Moodle functions, guidance is available to me. 19. On the Moodle course, I can find contact information of my students (e.g. email addresses).
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teachers found online quizzes not easy
support (Khoboli and O’Toole, 2012)
to manage (question 29), so further
far better than one-size-fits-all training
surveying as to why this is the case is
(Towndrow and Wan, 2012). More
support for Moodle users
needed and then either more training
training needs to be conducted in
(e.g. training).
in Moodle or another, easier to use
schools to respond to local contexts
online quizzing technology is needed,
(Albion et al, 2015), with every school
depending upon the research results.
being unique and requiring agility and
Learnability
Because this was a widespread issue,
empathy (Peterson, 2010). In order for
23. My interaction with Moodle is clear
it could be addressed in a whole-school
action research to be most effective,
staff meeting.
it requires reliable and useful data –
20. Questions/feedback can be provided through Moodle. 21. The college offers adequate
22. The system is well maintained and up-to-date.
and understandable. 24. I am skilful at using Moodle. 25. Learning to use the Moodle system
issues with a technological innovation
UTAUT surveying provides:
introduced to a school that would not
• an effective framework for
27. I find it easy to get Moodle to do
be known if surveying like this was not
what I want it to do.
done. Now that the issues are known,
28. Moodle is user friendly.
the widespread ones can be dealt with
Technical Quality
in whole-school staff meetings, while
29. The online quizzes are easy
the issues that affect individuals can
to manage. 30. Moodle functions are clear and easy to navigate. 31. Moodle can be personalised or customised to meet my needs. 32. Moodle has many communication
038-041_ETS80 Office Space.indd 41
be dealt with in a smaller setting, such as in pairs or small groups through approaches like peer coaching. One way to manage this could be to identify individuals who found a particular feature easy or useful to use and pair
features (e.g. blogs, wikis and
them up with someone who found
discussion forums).
the opposite. To complement the peer
33. Files in Moodle are easy to upload/
educationtechnologysolutions.com.au
UTAUT is one way to provide that.
is a method used that has revealed
26. The functions of Moodle are clear.
is easy for me.
IMPLEMENTING NEW TECHNOLOGIES AND RELATED PEDAGOGIES... REQUIRES EFFECTIVE STRATEGY TO INFORM THE USERS OF BENEFITS.
The message here is that this
download.
coaching approach, changes made as
understanding teachers’ responses to change • data to design targeted professional development to drive change implementation • tools for explaining the impact of action research (adapted from Khoboli and O’Toole, 2012) • challenges for administrators to look beyond their own beliefs regarding benefits of innovations • examination of the implications of changes on those most affected (adapted from Straub, 2009)
a result can then be implemented in
No one model accounts for all
practice as part of an action research
concerns (Straub, 2009); however,
possible errors from occurring,
process and then the effect of the
using UTAUT in combination with
such as deleting a file.
change analysed and reflected upon
action research and peer coaching
35. Moodle uses multimedia
and further refinements done where
in complementary ways will be far
needed. The survey shown above
better than pushing a new innovation
Open-ended questions were also
was done anonymously, so follow up
onto teachers and expecting them to
included in the survey; however,
would be needed to identify individual
know what to do with it. Adding design
these are not included as the focus
needs or a survey can be conducted
thinking and technological pedagogical
here is on UTAUT. The UTAUT survey
that is not anonymous to allow
and content knowledge (TPACK) to the
captured valuable information about
for identification.
mix will make for a powerful model
34. Warning messages prevent
features properly.
for change! But that is another article
intentions and use (Straub, 2009) of the newly introduced technology; in
Why a Bottom Up Approach?
this case, Moodle.
Bottom up approaches such as
waiting to be written. For a full list of references, email
peer coaching are personal rather
admin@interactivemediasolutions.
Using the Results
than managerial focused and are
com.au n
The answers to the questions can be
needed in addressing concerns in
used to reveal what the majority of
implementation of technology in
teachers might feel as good or easy as
order to really put pedagogy before
Physics teacher who has worked at
opposed to negative or difficult, allowing
technology (Towndrow and Wan,
schools in Western Sydney for 20
appropriate and targeted professional
2012). It allows the school to start
years and also taught pre-service
development to be organised. For
with educational requirements for
Physics teachers at Western Sydney
example, most felt that Moodle
learners’ and teachers’ needs,
University. Professionally, he has a
enhances the organising of learning
ensuring pedagogy exploits
passion for integrating technology
material (question 2), so that perception
technology, not vice versa (Laurillard,
into education in an innovative and
does not need addressing in a whole-
2009). Action research, on the other
appropriate way to transform teaching
school staff meeting. By contrast, most
hand, provides context-specific
and learning.
Brad Murphy is a Science and
EDUCATION TECHNOLOGY SOLUTIONS | 41
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| NEXT STEP
M I N I M A L VIABLE SOLUTIONS FOR EDUCATORS BY BILL WADE AND PROFESSOR SHELLEY KINASH
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L LY
Technology (including education technology) feels like a double-edged sword. Technology has streamlined processes, connected people across distances, enabled accessibility and advanced innovation. At the same time, technology has increased incoming communications (especially emails), steepened the learning curve and heightened peopleâ&#x20AC;&#x2122;s feelings that they are out of date and behind the times. The key way to reap the rewards of education technology, while feeling in control and confident, is to keep solutions and approaches in perspective, applying only what is necessary. In other words, a wheel does not need to glow in the dark to work.
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EDUCATION TECHNOLOGY SOLUTIONS | 43
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| NEXT STEP
viable product, agile principles, key
various reasons, mostly due to the
sectors that have found minimally
cultural and simple value propositions
last-minute nature of this emergent
viable ways to deal with and manage
are all examples of small-step,
need, the administrator could not get
complexity. Minimally viable refers
lean and nimble approaches to
Zoom to work. People started calling
to implementing just enough useable
simplify what otherwise could be
out alternate solutions such as Skype,
features to satisfy a user/customer,
unnecessarily complex endeavours.
Jabber and logging into a Collaborate
Educators can learn from other
such as a student or teacher,
Many educators have adopted
LiveClass via our Moodle – learning
and get the job done, while also
the original USA Navy adage –
management system. After several
prompting useful feedback to help
keep it simple – KISS principle
minutes of the allotted time elapsed
develop further features, if and when
(Johnson, www.lockheedmartin.com/
without any progress, one of the
necessary. Entrepreneurs, business
us/100years/stories/johnson.html).
team members moved ahead with a
accelerators and lean start-ups often
However, in practice, educators,
simple solution.
refer to the minimal viable product.
and particularly educational leaders,
These products are lean, small,
often get caught up in the excitement
low-risk and achievable first-level
and forget to apply this simplicity
The Educationally Minimal Viable Solution (MVS)
tools. Many successful software
principle when choosing technical
Going low-tech, he pulled out his
development teams have abandoned
solutions to ease the pain of complex
mobile phone, called her up and put
more laborious and overly detailed
educational challenges. Schools and
it on speaker mode. The smartphone
complex, multi-faceted tools and
universities have student records
had a great little built in microphone
processes in preference for the agile
systems that do not speak to their
and speaker. The meeting progressed
principles approach to launch new
grading and assessment tools.
with her input.
products. Agile principles refer to a
They have reporting systems and
steady stream of small but useful
reporting templates that do not
Epilogue
software releases that elicit feedback
transfer to government reporting
Our valued team member was able
and continual refinements for future
requirements. Potentially innovative
to listen in / contribute ideas and
releases. For example, in education,
learning approaches are bogged down
do it hands free. We did not need to
agile implementation means that:
and/or compromised by constraints
reschedule our meeting. Remember
a) a specific problem (for example,
within learning management systems.
when we called people up and
for particular groups of students) is
Unnecessary and time-consuming
had a quick chat and catch-up?
clearly stated; b) a solution that has
complexities are found in timetable
How many lengthy email trails and
worked for others is tried, tested and
schedulers, room booking tools,
unintended miscommunications
evaluated for a single semester; and
parent interview meeting managers
could be avoided by making that
c) if successful and with short-term
and multiple online calendars that
simple phone call? Trends toward
impact, longer term testing and/or
do not sync. How many passwords
multiple campuses and more flexible
scaled-up implementation is actioned.
do educators need to remember? It
work arrangements, especially when
often feels like the technology ‘tail’ is
staff have emergencies and/or carer
wagging the educator ‘dog’.
priorities, may warrant more minimally
One of the industries that education can learn from is the automobile sector. Respected
The following describes a number
THE KEY WAY TO REAP THE REWARDS OF EDUCATION TECHNOLOGY, WHILE FEELING IN CONTROL AND CONFIDENT, IS TO KEEP SOLUTIONS AND APPROACHES IN PERSPECTIVE, APPLYING ONLY WHAT IS NECESSARY.
viable solutions.
executive coach Mark Holden
of typical unnecessarily complex
(r-evolution.com.au/about-2), who is
educational scenarios where a simpler
KISS
currently facilitating management and
approach or minimally viable solution
Why use a complex
staff workshops for Toyota Australia,
might be more efficient and less
telecommunications system, when a
explained that in the auto industry,
anxiety provoking.
simple phone call will do the trick?
everyone is aligned and committed
PROBLEM #1 THE TEAM MEETING
PROBLEM #2 THE DREADED MEETING REPORT
to the same culture and process and
At a recent meeting, one of the team
A parent advisory group was in the
this helps ensure that new product
members asked to participate remotely
middle of a creative brainstorming
roll-outs will be consistent across the
because she needed to work from
session, planning for a big fundraiser
company.” Reminiscent of Holden’s
home in order to be available to her
to help send the students on an
comments, there is a poster on the
sick child. The team needed her
excursion. We were up to our ears in
wall in one of our university meeting
input into this planning session and
mind mapping, drawings, colour pens,
rooms reminding us that “Culture
the university has a family-friendly
arrows connecting thought bubbles,
Eats Strategy for Breakfast, Lunch
culture. An administrator tried to
and a list of humorous ‘bad-ideas’
and Dinner” (Peter Drucker). Minimal
set-up an online Zoom meeting. For
we definitely would not take onboard.
“Simply focusing on key cultural and value propositions helps ensure
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These idea formation sessions tend
An educator then tore the paper into
Guidelines and Principles
work within complex social
to be messy, but valuable. We arrived
smallish portions, each containing a
The following guidelines and
environments fuelled by an endless
at the final half-hour of the allotted
key idea and step to follow up. He gave
principles (acronym VIABLE) support
set of options to support technology
time and the group began asking who
them out to members of the group,
school and university communities
enhanced learning and professional
would type up the notes, summarise
thereby distributing the follow-on tasks.
to implement educationally minimal
collaboration. The example scenarios
viable solutions.
provided demonstrate that rushing to
and list the actions, delegate who was responsible and assign due dates for
Epilogue
follow-ups. The energy and enthusiasm
Some teachers and parents swapped
VIABLE =
can be less preferable than seeking an
dipped substantially. One of the parents
their pieces because they wanted to
1. Viable and minimal solutions help
educationally minimal viable solution.
suggested setting up a Google site.
help with a specific task or team up
Another parent suggested Dropbox
with someone they knew. A date was
with an accompanying spreadsheet.
set for a fortnight away. The whole
Someone suggested their favourite
mind map picture was emailed to
tool (Trello) to manage the whole
everyone and the group left with a
mindset and avoid a tendency
complex challenge. Educators can
project. One enthusiast boasted about
clear picture of what they needed to
towards perfectionism.
draw upon lessons learned from other
using their Evernote Gold account,
do. There were no meeting minutes
which could link into the Google Doc
to type up, no spreadsheet, no
many viable solutions to address
acceptance of more lean and minimal
and sync with Trello. The layers of
auto-notifications from a cloud-based
a challenge.
viable approaches. n
complexity spun out of control, with no
application – just a team willing to
hope of consensus in sight. Talk about
take on a portion of a task and get the
and easily achieved minimal
how to kill a party.
job done.
viable solution.
The Educationally Minimal Viable Solution (MVS)
KISS
based on feedback and the
Online collaboration was meant to
effectiveness of the minimal
A parent took out her phone and took
make things easier, but are there
viable solution.
a photo of the collective mind map.
easier ways to collaborate?
a solution and overuse of technology
us stay calm. 2. Incline towards lean and minimal versus complex. 3. Adopt a ‘good enough for now’
4. Be flexible and open – there are
042-045_ETS80 Next Step.indd 45
complicating a situation by adopting unnecessary technological solutions when faced with either a simple or
sectors where there is a growing
5. Lean towards the most reasonable
6. Expect to refine solutions later
educationtechnologysolutions.com.au
People can run the risk of over-
In summary, teachers and educators
Professor Shelley Kinash is the Director, Advancement of Learning and Teaching at the University of Southern Queensland. Bill Wade is the Manager of Educational Futures at the University of Southern Queensland.
EDUCATION TECHNOLOGY SOLUTIONS | 45
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| LETâ&#x20AC;&#x2122;S TALK PEDAGOGY
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ARTIFICIAL INTELLIGENCE BY GARY BASS
Teaching and learning is all
wrong answers early in the test, they
In the 1970s, Arthur C. Clarke
fundamental approach has been largely
famously observed, “Any teacher who
constant. Telling stories is the way
about personalised experiences. An
were then provided with an easier
could be replaced by a computer,
humans relate to knowledge. Basic
individual’s perspective is the means
workload and gained a better report
should be.” He was referring to the
facts and data are now easily accessed
of engaging and empowering a learner
because they ‘improved’ after an initial
idea of his ‘electronic tutor’ which
anytime, anywhere. With the advent
to seek their own understanding.
low-grade start. If they achieved 100
would have had easy access to facts
of 24/7 data availability, a ‘fog’ has
Schooling with adaptive algorithms
percent correct, the questions were
and figures and should be used to
descended over the ability to make and
may identify a student’s progression
more difficult and their report showed
train teachers. He was of the view
take decisive action.
point as an historical statement;
no improvement over the course.
that teachers could not be replaced.
Data-driven decisions are now
however, improving that position
AI systems can be ‘gamed’.
Meanwhile, 37 years later, that
more difficult than ever before, when
requires aspiration and inspiration by
SuccessMaker, in 1997, was an
observation still holds true.
perhaps what is needed is information-
the learner to shift their achievement to
adaptive learning program which
Over the period since Arthur C.
driven decisions. Means and modes
a higher level.
received huge hype. The idea was
Clarke made his observation, teaching,
often disguise more than they reveal.
Artificial Intelligence (AI) and
that students would undertake a
learning and schooling have evolved.
When teachers apply their semantic
computers are brilliant at recording
programmed learning course and
However, the fundamental role for a
skills, it is the outliers which are of
history. Precedent (past precedent
emerge with improved knowledge of
learner is about experience, acquiring
interest. Computer learning obliterates
is a tautology – future precedent is a
the topic under study. At enormous
knowledge and gaining understanding.
these ‘blips’ and normalises any data
guess!) may or may not predict future
cost, this program was deemed to
to reflect the central seeking tendency
achievements; however, as the 11 plus
be a failure as it treated all students
of big data.
exams demonstrated, they do limit
the same. There was no personalised
future achievement by imposing limited
dimension. Students did not engage,
expectations on the learner.
because they were not empowered
Despite rapid advances in computing speed, connectivity and availability, the human teacher
An arithmetic mean can obscure
continues to provide a superior learning
details; for teachers it is the ‘blips’
experience for students. Teaching
which give the insight. (Yau, https://
My students who undertook
methods may have undergone a
flowingdata.com/2017/07/07/small-
adaptive mathematics testing soon
learning. There was no urge to discover
multimedia transformation, but the
summary-stats/)
learned that by providing two clearly
and use the information to make or
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to take responsibility for their own
EDUCATION TECHNOLOGY SOLUTIONS | 47
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| LET’S TALK PEDAGOGY
tell a story. Every input students made
is as a legacy or simply because they
was assessed, with no time to ‘play’
are easily tested and can be commonly
and make mistakes. Students quickly
agreed as a ‘standard’. Anything
discovered that no matter what they
that would be a replacement will be
did, there was always more to do.
subjective. So, fractions remain.
(Abbott, 2000) Project-based learning has received
Taken to the extreme, AI threatens the concept of schooling, where groups
some attention over recent years. While
of students are arranged in classes
very expensive in time and resources,
and seek sufficient knowledge to be
the results are very impressive. The
certified or pass at a pre-determined
program can be totally individualised
standard. There is no requirement for a
and students negotiate many aspects
student to go anywhere if the AI can be
of their learning. Students become
available 24/7 and acceptable progress
or others. That is a part of the human
empowered beyond the period of study
on learning tasks can be demonstrated
condition. AI can assist, supplement
and often continue with strong interest
by posting online.
and enhance; however, education,
and activity long after assessments
The flipped classroom movement
learning and teaching should be so
has attempted to increase the value of
much more than the simple algorithms
the face-to-face opportunity. Teachers
currently and foreseeably possible.
have semantics is not yet one of them.
and groups of students in a learning
Perhaps re-visit this topic in another
Meanwhile, AI can release teachers
setting provide an opportunity to learn
37 years (2054) and see how the
from the drudgery of administrative
more and faster than is possible online
progress is going.
tasks, such as smart notices,
and when physically isolated. Similarly,
Further information:
where only relevant and appropriate
the tendency to wax lyrical about the
• The International Joint Conference
information needs to be presented and
engagement potential for virtual reality
everything is voice-activated. Typing
(VR) experiences overlooks the need to
org/proceedings/2017/)
is no longer a skill necessary for
be more than entertaining. As television
• To Know but not Understand:
anyone. Filing systems and database
and videotape had previously claimed,
David Weinberger on Science and
lookups provide just-in-time rather than
images will revolutionise the way
Big Data (https://www.theatlantic.
just-in-case information. In that regard,
students learn, although that statement
com/technology/archive/2012/01/
dramatic culling of study topics can
depends more on the quality of the
to-know-but-not-understand-david-
be undertaken. Teachers may dream
content and the task than a clever
of the ultimate correcting algorithm;
walk-through in ancient Rome. Being
however, there is no substitute for
a virtual tourist in places inaccessible
a teacher reading for understanding
by time or space may or may not
(or watching a student-made video
lead to greater learning or gaining a
clip), questioning a student to elicit
better understanding.
and reports have been issued. AI has strengths, but the ability to
a response then weighing up and
Teachers provide the insights in
on Artificial Intelligence (www.ijcai.
AI HAS STRENGTHS, BUT THE ABILITY TO HAVE SEMANTICS IS NOT YET ONE OF THEM. MEANWHILE, AI CAN RELEASE TEACHERS FROM THE DRUDGERY OF ADMINISTRATIVE TASKS.
weinberger-on-science-and-bigdata/250820/) • It’s Alive – Artificial Intelligence from the Logic Piano to Killer Robots by Toby Walsh (www.blackincbooks. com.au/books/its-alive) For a full list of references, email admin@
gauging their level of achievement.
such situations, guiding the student
For example, fractions as a
experience. Whether AI systems can
topic in mathematics could easily
scale to provide greater exposure to
be incorporated into an incidental
‘the best’ teachers remains to be seen.
year 2016, Gary Bass has presented at
experience rather than dominating
Whether this can be automated is also
numerous science, IT and mathematics
mathematics at many year levels for
a question yet to be resolved.
conferences including, most recently,
years with repetition and duplication.
If the purpose of education
interactivemediasolutions.com.au n Awarded Victorian IT Leader of the
Unreal science VR/AR, Beyond real
Similarly, graphing would become
(and schooling) is to better equip
science: Simulations of collected
data visualisation, logic would be
learners with wisdom and knowledge
data using Wolfram Mathematica and
included into early and middle years.
to be productive citizens, then the
SystemModeler, Big Data needs Huge
Currently, logic is not explicitly studied
current schooling and AI systems fall
Analysis: Data Visualisation for schools
at any level, including VCE IT. Yet
dramatically short. Ask anyone about
using Tableau and Mathematica. In
logic is a basic skill in every subject
their most memorable moment of
addition to being an Apple Distinguished
at every level. There are many other
schooling and, without exception, it
Educator, Gary is currently President
topics which dominate student study
is never the time they gained a high
Mag-Net: Magnificent network: Online
requirements that are now redundant in
score on an assessment. Invariably,
STEM Educators Association 2016–17
the age of ready data access. Many of
it will be an emotional moment when
and a teacher of VCE Informatics at
the reasons why these topics remain
they gained an insight into themselves
Distance Education Centre Victoria.
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| PROFESSIONAL DEVELOPMENT
Y H W S N L O A S N REA ROFESSIO
P R U T e N YO E M P s Ar rt O L E DEV Plan g Sho n i l l a F
IKE BY M
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READ
ING
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Most leaders would say that the
to understand that the vision
There are three reasons why your
make your vision a reality. Of the 50
professional development (PD) plans
staff, three decide to stay behind and
group reaching the goal (or at least
should not contain any contextual
are falling short of your expectations:
10 find Nepal such an interesting
progressing towards the goal) is more
information or anything regarding
1. Your vision is not clear.
place that they decide to stay there
important than a select few making
2. You have not understood
and develop their understanding of
it. After all, as John Maxwell says, “If
2. The vision is too generic. If your
the culture.
you think you are a leader and no one
vision is too broad, energy is
is following you, you’re simply taking
dissipated and your staff will be
a walk.”
developed in different directions.
your culture. 3. You have provided just-in-case not just-in-time training.
That is okay though, the majority are still with you. You head off for base
the strategy.
It is not that these directions are
I am yet to come across a school
camp and get set up. During the night,
If your desire is to ensure that there
where the leadership team is 100
12 teachers have a meeting to discuss
is a sense that everyone is progressing
wrong, they may even be required,
percent happy with its PD outcomes.
logistics and realise that they are out of
together, your PD plans must have
it is that they are misaligned with
Often, a principal will say something
their depth and would prefer to stay in
these three essential elements.
to the effect, “We have pockets of
their comfort zone. They will start off
excellence, and then some teachers
next week when they have had time to
Firstly, you must have a clear vision
must always consider the question,
who just get on with it, while others
adjust to all the changes.
that is understood by all staff.
“How will we measure this?” If you
Of the three, this is the most important.
cannot measure your progress, it is not
you – not bad on average. You set off
Again, I am yet to find a school that
specific enough.
up the hill. The journey is amazing and
has a clearly defined vision that the
statement, we discover that the real
you reach the campsite and rest for
staff can articulate. When we survey
vision, your school is then able to
issue is not the difference in rates of
the next day. Day breaks and nine staff
staff and leadership as part of our
develop a set of goals and strategies
adoption or levels of competency;
are struck down with altitude sickness.
eReadyTM Certified School Program,
that will enable you to realise your
after all, every teacher knows that you
They have gone as far as they can.
we commonly find one of the following
vision. It is not until you have been
two scenarios:
through this process that you can begin
1. The school has a well-documented
to organise your staff development. For
are actively resisting the change we are making.” When we break down that
cannot have a cohort who all achieve
Now of the 50, 25 are still with
What do you do? Do you forge
your overall vision. When developing your vision, you
Once you have a clearly articulated
the same result. The issue is that
ahead or all retreat to base camp
the staff as a whole are not moving
and try again? You decide to forge
vision, but it is several pages long
example, you want to organise some
towards a common goal.
ahead. Over the next week, numbers
and impossible to articulate. If your
Google training for your staff. You can
continue to decline, with only three
vison cannot be written in one or
show people how to create a document
vision as a school is to climb Mount
people reaching the summit. As
two sentences, it is too long. More
and share that document. Heck, you
Everest. You work hard to develop
a leader, are you happy with that
detail does not necessarily equate
can even get really funky and show how
your skills and fitness, you undertake
outcome? What is more important,
to a greater understanding. In fact,
to do fun stuff like embed drawings
research, develop a strategy, hire a
that everyone reaches the summit or
the opposite can be true. When
that can be moved around in a sorting
guide. The time comes to set off to
that somebody does?
considering this, it is important
activity. But if your vision as a school is
Imagine for a minute that your
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| PROFESSIONAL DEVELOPMENT
to make learning visible, how has this PD helped move you towards that goal? Secondly, you need to understand your culture. Culture can be defined as that is just
few resources. Science, technology,
what we do around here. It is the WE
engineering and mathematics (STEM)
in that statement that is so important.
and digital technologies require a whole
If you want your staff to progress
new way of thinking and teaching.
towards a common goal, you need all
Your school needs to be developing a
be used to develop a fundamental
staff to be involved, even if it is to a
supportive culture now to be ready for
understanding and common workflows.
varying degree.
a 2020 implementation.
These days are great for developing the
Your staff development days should
THE ISSUE IS THAT THE STAFF AS A WHOLE ARE NOT MOVING TOWARDS A COMMON GOAL.
WE. Again, the focus is not to provide
You know you have a culture developed when you act without
Lastly, you need to provide just-in-
a lot of information, rather just what is
thinking. It is just what we do. The trick
time training.
needed to take your next step – together.
is to have a culture that supports your
The least effective form of PD is to
vision rather than works against it.
gather your teachers into one room and
strong foundation where everyone is
culture, or ensure you have a strong
throw as much at them as you can in
on the same page and has a similar
foundation of practice and thinking
in fact, it takes three to five years to
that day so they have all the information
workflow should you branch out
across all staff? n
develop a strong culture in your school.
they need. This type of session is very
and develop specialisations through
So, for you to have a culture that
common when providing technology
electives. Just to be clear, these
supports your vision, you need to be
training. We call it just-in-case training,
electives should not be interest-based,
and Lead Trainer at Using Technology
working now so that you will be ready
because we demonstrate lots of tools
but rather provide the information that
Better, Australia and New Zealand’s
for the change you desire in five years.
and tips, just in case it is of interest or
a teacher needs right now to develop
only Google, Microsoft and Apple
useful. Unfortunately, the education
the next level of confidence and
Professional Development partner
for schools looking to implement
system we work within often demands
competence needed to help them reach
company. For more information
the digital technologies curriculum.
that we operate this way, so how do
the vision.
about the services and support,
This curriculum will demand more
we make our staff development days
of schools than assigning the role
more effective? Hint: initially, it is not to
a race, but you do need to take the
send them an email at support@
to a key staff member and buying a
provide lots of electives.
next step – together. What will it be?
usingtechnologybetter.com
Culture does not develop overnight;
This is particularly important
52 | EDUCATION TECHNOLOGY SOLUTIONS
050-053_ETS80 Professional Development.indd 52
Only once you have established a
Everest is in front of you. It is not
Develop your vision, unpack your
Mike Reading is the Director
visit usingtechnologybetter.com or
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CHECK OUT OUR WEBSITE www.educationtechnologysolutions.com.au
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20/09/2017 12:36 pm
| FEATURE
SHAPING THE WORLD THROUGH DIGITAL TECHNOLOGY EDUCATION BY KELLY TAGALAN
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Facing a future where technology evolution is increasingly going to impact nearly every single job role in the next decade, it is so important that the future workforce is ready and accepting of this. There are figures that indicate more than 70 percent of future jobs are likely to require involvement with technology, coding and programming. A basic understanding of computer coding can be invaluable to young children; not just the output, but also the process in lateral thinking and problem solving. Prior to the launch of Code Club Australia in 2013, there were no scaled programs offering support to families, libraries and schools who wanted to get kids coding. Based on the Code Club model founded in the UK, we have determined that the democratisation of digital technologies education is the most pressing issue facing education and industry â&#x20AC;&#x201C; without digital literacy, kids are just consuming technology rather than creating and learning with it. Code Club Australia is a not-for-profit organisation that provides tools and support for teachers and volunteers to provide free coding lessons. Currently, there are more than 65,000 Australian kids across nearly 2,000 Code Clubs in Australia, which is now the biggest network of clubs outside the UK. Using the newly formed coding skills, kids can make animations, games and websites, all the while solidifying their computational understanding. The abilities kids develop at Code Club can lay the foundations for careers in engineering, medicine, technology development and job roles that do not yet exist. We want children to aim high and achieve their potential, and using the technology available to them in a way that is creative and stimulates their problem-solving ability is key to a prosperous and innovative future workforce.
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| FEATURE
Our mission is to give every child in Australia the skills, confidence and opportunity to shape their world through digital technology education.
and opportunity to shape their world
represented in this year’s Moonhack,
through digital technology education.
with some of the 56 participating
Last year, we held our inaugural
countries including Argentina,
Moonhack event, which aimed to get
Bangladesh, Canada, Egypt, Estonia,
as many kids as possible to code in a
Guatemala, India, Iraq, Nigeria, Russia,
period of 24 hours. We held it on the
South Korea, United Kingdom and
anniversary of the Apollo 11 moon
United States. our strong stakeholder and media
centres and libraries – or better yet,
numbers of students around Australia,
work on open source projects that
relations campaigns and digital
help us establish a new one!
and got them working on cool and
Code Club established in programming
marketing activities, and we hope
creative projects paying homage to
apps Scratch, Scratch Jr and Python.
that we reached nearly every
the heart of our mission. They are
Uluru, Australian flora and fauna,
Some especially creative young minds
single student, parent and teacher
the drivers, the superheroes of the
and, of course, the Apollo 11 moon
created and submitted their own
in Australia.
cause, and we would love for you to
landing. The inaugural Moonhack
custom projects with a moon theme.
landing and managed to mobilise huge
saw 10,207 Australian kids involved,
Participants were encouraged to
We do not simply just want to
The event succeeded in a number
Teachers and volunteers are at
get involved. We have special training
of ways. Not only did it set a new
and support designed for Code
which set a new world record! It was
engage kids with coding; rather,
world record (28,575 kids!), but the
Club in schools and a great national
a huge success and led to many
we want to strengthen both local
gender participation split was 50
community of volunteers. Visit our
conversations around the importance
and international communities. By
percent. This is fantastic, as it clearly
website www.codeclubau.org to find
of kids learning to code. It also started
encouraging kids to work with each
shows that coding is for everyone,
out more.
many more kids around Australia on
other, we hope to create relationships
and since girls hold up half the sky,
their own coding journey.
that will serve these children well
they are going to be part of the digital
success and the future looks bright
Moonhack 2017 has been a great
recreationally, professionally and
future as well. If kids can learn,
for Code Club kids. With two world
event and it provided a great stepping
socially. Technology and code are a
create and share side-by-side in Code
records under our belt, Code Club
stone and foundation for this year’s
powerful unifying force in the modern
Clubs, I am sure that this indicates
is poised to have the impact that we
event, which was held in August.
age and, in my humble opinion,
industry has a promising opportunity
have dreamed of back in 2013 when
As part of the 20th anniversary of
Moonhack has really succeeded
to embrace the diversity and interest
we piloted our first club in Australia.
National Science Week, Australia’s
in bringing kids together from an
from the next generation.
annual celebration of science, we
early age, which has been one of its
aimed to support teachers and families
key objectives.
Moonhack 2016 was a fantastic
Most (92 percent) of our
Code Club is not just about technical skill building, it is also
participants are still age eligible to
about empowering a community
participate in 2018, and this year’s
of young learners, raising the
around Australia that hosted the
results and activity will provide us
aspirations of the future workforce,
participating coders, Telstra’s
with an outstanding benchmark from
and creating enthusiasm around
started in Auckland and Wellington,
Customer Insight Centre and Gurrowa
which we can grow our participation
peer collaboration and achieving the
New Zealand. These are the major
Innovation Lab in Sydney and
numbers even more and aim to break
impossible, together.
cities closest to the International
Melbourne, respectively, were Mission
the world record yet again.
Date Line and, from there, the event
Control for Moonhack. Nearly 50
spread across the globe, taking place
kids (assisted by teachers, parents
interested in Code Club and Moonhack
on August 15th all around the world.
and Telstra volunteers) completed
are always welcome. We aim to
Participants in developed nations were
their exercises inside Telstra’s high-
establish a Code Club in every school
contributing to the same end goal as
tech rooms.
and every community in Australia.
manager for Code Club Australia. She
to engage in science education with technology. The Moonhack 2017 event officially
1010100
Every single continent (apart from Antarctica – but maybe next year!) was
Among the hundreds of clubs
Parents and students who are
A huge congratulations to those who helped make Moonhack 2017 the success that it was! n Kelly Tagalan is the general
Until we can achieve that goal, parents
is an advocate for equity in education,
together by the universal language
mentions during this year’s
and students can join Code Clubs
diversifying STEM, and a catalyst for
of code.
Moonhack. Combine this with
at their local schools, community
the #getkidscoding movement.
those from developing countries, united
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We received over 150,000
01110010
Our mission is to give every child in Australia the skills, confidence
educationtechnologysolutions.com.au
20/09/2017 4:34 pm
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| TEACHING TOOLS
58 | EDUCATION TECHNOLOGY SOLUTIONS
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THE FIRST 100 DAYS ON G SUITE & CLASSROOM BY ANUJ DHAWAN
Adoption of any new software can be
was replaced by a first-generation
becomes a reference guide for the
more daunting than starting dating
Samsung Chromebook. My world was
whole school.
again in real life. I am outlining the first
upside down. I had to attend a meeting
100 days of my journey on the G Suite
and I wanted to save a report that I
it comes with a bundled cloud-based
and Classroom product. I resisted
had been working on for three hours
tool named Classroom. Classroom
change like anyone else, but when it
in Google Docs, but after looking for
is ‘mission control’ for the class.
was an order from my boss I hardly had
almost 30 minutes, I could not find
Users can create classes, distribute
a choice.
a save button. I did not want to lose
assignments, send feedback and see
my work, so after an hour of hunting
everything in one place. It is instant,
2015. My transition was quite sudden
through each menu item and missing
paperless and easy.
and did not give me any opportunity
my meeting, I decided to Google it and
to prepare for the change. Upon
soon realised there is no save option
leaving a meeting where I accepted
in Google Docs – it is smart enough to
Day 50: Adoption of a Chromebook
the responsibility to program manage
save work every three seconds. This
Chromebooks are notebooks
the Google and Chrome rollout for
was my separation for life from the
manufactured and released in the
Woolworths, my CIO walked along
save button.
market with a Google designed,
I was introduced to G Suite in March
with me and called one of the IT
This started a journey for me in
058-061_ETS80 Teaching Tools.indd 59
managed and supported operating
administrators with instructions to
which I embraced and explored this
system known as Chrome OS. They
migrate me from the legacy world to
new technology. I shared knowledge
are Google’s answer to offer cloud
G Suite.
with my peers and colleagues by
computing on a user’s desktop.
creating a G Suite Community and
educationtechnologysolutions.com.au
G Suite for Education is free, and
The question I have been asked
Day 1: Saving a document frenzy
regularly posted new tips for making
is why do we need another operating
a user’s life easy. I recommend that
system in the market? My simple
MS Outlook was no more my primary
schools create a repository of these
answer is, given the way that
tool for emails, and my laptop
tricks and tips on Google Sites that
users consume and work on their
EDUCATION TECHNOLOGY SOLUTIONS | 59
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V T
| TEACHING TOOLS
“DELIVERY METHODS IN EDUCATION NEED AN OVERHAUL. STUDENTS DESERVE TO BE ON A DIGITAL PLATFORM TO COMPETE WITH THE WORLD.”
Professional Development/ Training Plan
on a digital platform to compete with
This is one of the areas that, if not
change, but embrace it for the future
planned appropriately, can change the
– change is the only constant thing in
outlook and outcome of the technology
this world.
implementation. Teachers are already devices today, there was a need for
3. Users need a more secure device
a more simplified, secure and agile operating system.
the world. Principals should not resist
For video demonstrations of Google
under the pressure, and the additional
Classroom, go to:
that offers a seamless experience
overhead of learning technology can
• https://youtu.be/GIN-EtPa0lw
between their mobile, tablet
be perceived as a challenge. Principals
• https://youtu.be/-apCIbV9YKA n
Three major things have
and laptop. As users are more
should reassure staff by building an
changed since the evolution of
connected in the current digital
upfront training plan with their school’s G
Windows devices:
age, there are also more threats
Suite partner. Knowing there is support
Infinite. Anuj has been involved with
1. Users spend 60–80 percent of
Anuj Dhawan is the CEO of Digitally
to their devices and data. The
when needed will take away 80 percent
Google’s productivity suite and Chrome
their time on their laptop browsing
Chrome operating system offers
of teachers’ concern – Google has
products for six years since completing
the Internet. Given that the Chrome
the highest secured environment
created online communities via Google+
the transformation in Woolworths Limited.
Web browser is leading the way in
level to schools and students, and
and a technical support site. There is
The simplicity of the technology and
the existing market, a laptop with
does not allow users to make any
also a large amount of support material
cost effectiveness prompted him to start
only this browser is an option for
root level changes. This means
in online community forums.
Digitally Infinite. Today, Digitally Infinite
doing up to 80 percent of users’
that Chromebooks do not require
daily work.
antivirus software.
helps schools and organisations transition
Day 100
to Google products and Chromebooks,
The Chromebook devices designed
By the third month, I was completely
and offer two hours of free assessment to
applications, such as Xero
for education are in the price range
working with G Suite and a Chromebook.
those considering the move.
(accounting software) and Canvas
of $300–500. With the public school
I felt more efficient and never felt that
(learning management system), are
system still struggling to make 1:1
my current choices were limiting
Solutions Magazine are eligible for an
now cloud-based services, removing
laptops available, this kind of price
my workspace.
exclusive price of $325 (+GST) for the
the need to install software like in the
structure offers a viable alternative for
old days.
every student.
2. Most business software
60 | EDUCATION TECHNOLOGY SOLUTIONS
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Delivery methods in education need an overhaul. Students deserve to be
Readers of Education Technology
HP G5 Chromebook (on orders placed by schools before 31st October 2017).
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20/09/2017 12:36 pm
VIDEO DOESNâ&#x20AC;&#x2122;T HAVE TO BE EXPENSIVE TO BE EFFECTIVE
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| GET CONNECTED
62 | EDUCATION TECHNOLOGY SOLUTIONS
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A
TEACHERâ&#x20AC;&#x2122;S
GUIDE
TO VIR TUAL REALIT Y BY BRETT SALAKAS
What is Virtual Reality? Virtual reality is commonly called VR. It describes the use of digital technology to create a simulated environment. VR places the user inside an experience. Instead of someone passively watching content on a TV screen, laptop, smartboard or whatever screen is in front of them, users are immersed in interactive 3D worlds. True VR stimulates as many senses as possible, not just sight and sound, but even touch and smell (visit feelreal. com to see more about kinetic VR).
The Difference between Virtual Reality and Augmented Reality Virtual reality and augmented reality are closely related. Basically, augmented reality is a blend of VR and the real world. Augmented reality, known as AR, simulates artificial objects in the real environment; virtual reality creates complete digital experiences. AR technology often uses the camera on a device and mixes what the user is seeing in the real world with a digital image superimposed on the screen. AR places computergenerated images over a userâ&#x20AC;&#x2122;s view of the real world.
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| GET CONNECTED “STUDENTS ARE ABLE TO MAKE AUTHENTIC EMOTIONAL CONNECTIONS WITH TOPICS OR DESIRED CONTENT WHEN THE LESSON BECOMES A VR-IMMERSIVE EXPERIENCE.”
Colosseum, Antarctica or even inside the human body.
VR and the SAMR Model VR technology clearly scores high on the SAMR (Substitution – Augmentation – Modification – Redefinition) model but, as always, that score comes with a warning. It is not the technology that produces the quality of the lesson, it is the quality of the pedagogy that makes
One of the most prominent examples of AR is the Pokemon Go
the difference. Like always, there are companies
craze that launched in 2016. Pokemon
that want to make a profit and many
Go was not the first game to use
are now producing VR content and
AR, but it certainly was the most
delivery systems that they can sell in
successful. Niantic (the company that
the education industry. The trouble is
owns Pokemon Go) earned just under
that the quality of the content varies.
$1 billion dollars last year. Not a bad
How do teachers know what to select
job considering the game launched in
for their classes?
the middle of the year.
The answer is for teachers to think of the SAMR scale and what they will
Why Teach VR?
do with the VR. If the tool being shown
VR is a technology that, counter-
to them will simply be a ‘substitution’
intuitively, allows students to connect
for an activity they have done before
on a real human level, to have actual
and will not reshape the overall learning
experiences and develop empathy on a
of the students, then they are probably
global scale. VR is not the content, but
being suckered into spending money
the quality of the experience. Students
and time on something unnecessary.
react differently to VR compared to
If teachers are embedding VR into
other, more-traditional, experiences.
their teaching program in a way that
Dave Burgess (Teach Like A Pirate)
teach and the way students learn, then
building excitement and connections
they are onto a winner!
with the content of a lesson. He uses put meat on a cold grill. You want your
8 Top Tips for Getting VR into the Classroom
meat to sizzle when it hits the hot-plate.
1. My favourite tool for making VR
In the same way, teachers want their
experiences is Roundme. Roundme
students excited and engaged when
is an excellent tool for those people
they deliver the content of their lesson.
who want to create VR-immersive
They want to hear that sizzle in the
experiences but do not have the
classroom. VR is one way teachers
money for high-end equipment or
can achieve this.
the technical know-how to develop
Students are able to make authentic
Roundme works in a similar way
or desired content when the lesson
to Google Street View. There are a
becomes a VR-immersive experience.
number of 360° images that can
That emotional connection should
be linked together. In each image,
lead to students who are more
users can layer audio files, text,
engaged, ask more questions and
video and links to online tasks or
to take students to places that are difficult to visit, like Easter Island, the
64 | EDUCATION TECHNOLOGY SOLUTIONS
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CO SPACES
Allows students to create, code and explore their own virtual worlds. Amanda Fox (@steampunksedu) is doing amazing things with co spaces.
360°
The New York Times releases one 360° video every day. BTN (Behind The News) is set to start reporting the news using VR.
something on a difficult platform.
emotional connections with topics
want to learn. VR allows teachers
AR v VR
Augmented Reality – Virtual Reality Augmented reality is a blend of VR and the real world.
completely redefines the way they
often talks about engaging students by
the BBQ metaphor. You do not want to
CUSTOM VR
Round.Me allows teachers and students to customise VR experiences and immerse viewers with personalised information
other content. 2. Check out Co Spaces Edu. This tool lets students create, code and
educationtechnologysolutions.com.au
20/09/2017 12:37 pm
explore their own virtual worlds. It
Over Sidra and The Crossing,
content and give students a VR
fascinated by VR and was looking at
can be operated across all devices,
allow students to experience the
experience. All that is needed is
the 360° videos on YouTube and trying
on a desktop or on a mobile
humanity and struggle of refugees.
Google Cardboard.
to think of an authentic way to bring
device through the Co Spaces app.
The possibility for building empathy
I recently created a VR experience to
these into my teaching. One master
This tool is amazing as it allows
is enormous.
deliver my Space unit to a year 6 class.
class in VR with Greg opened up a
The unit was based on the inquiry
flood of possibilities and I was instantly
students to not only create their
5. Get the News! Major news outlets
own world from scratch, but they
now create 360° VR videos. The
model, so I needed to give students a
set on the path of getting VR into my
can write code to animate objects
New York Times uploads a new VR
strong experience in the first few weeks
classroom. Greg said many things
within their world. Amanda Fox
video every day. Here in Australia,
of the term. They needed to make as
about VR, but I will leave readers with
(@STEAMpunksEDU) is doing
the children’s news staple BTN
many connections with the topics as
one powerful quote, “To move beyond
amazing things with Co Spaces.
(Behind The News) is set to
possible in the first three weeks before
pure novelty in education, Virtual
start releasing VR news reports
personalising their learning journey
Reality needs to shift from a platform
very soon.
through inquiry. Roundme was the
of pure consumption to one of creation
perfect tool to facilitate this. It was
and immersive storytelling.” n
3. Having students learn to create their own VR experiences to process and demonstrate their
6. YouTube is not being left behind.
learning scores very high on the
In fact, they are quietly making
fantastic to be able to customise a VR
SAMR model and is truly what
huge VR strides. Thousands of VR
experience and tailor it to fit the exact
educators want to achieve. At the
videos already exist on YouTube.
needs that I had. One of the unexpected
Technology Solutions, Brett Salakas
top end, teachers can achieve
Just look for the 360° or Google
outcomes has been that a number of
is also the founder of #aussieED (the
this by creating with ‘Unity’ to
Cardboard icon and click it.
my students have now created their
largest Australian Ed-Chat on twitter)
develop content to be used on
7. Do not forget that mobile tablets
own VR world as a digital showcase
and a moderator of multiple twitter
Oculus Rift. At the entry level,
still allow students to have a VR
of their learning. To have a look at the
chats. As a Primary School teacher/
there are tons of downloadable
experience on most platforms, they
experience I created, visit tinyurl.com/
leader who, over the past 18 years, has
apps like instaVR (one of my year
just do not get to use a headset.
RoundMeClassroom
taught in South East Asia and Australia
6 students uses this).
8. Nearpod and Google Expeditions
Much of my interest in using
A regular contributor to Education
in both public and independent schools,
are great ways to begin the journey
VR in the classroom comes from
Brett is passionately committed to
in or ryot.org can provide intense
into the VR world. In a very simple
an encounter with Greg Kulowiec
turning educational theory into real
experiences. VR films, like Clouds
way, teachers can explore VR
(edtechteacher.org). I had been
classroom practice.
4. High-quality VR movies from with.
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SHOWCASES
BenQ Launches GS1 Portable LED Projector
BenQ, a global leader in DLP
protection to withstand rains and
audio to your Bluetooth speakers
GS1will power up in just 3 seconds.
projector technology, recently
spilt drinks. Unlike other projectors,
and listen to truly memorable
GS1 features a user-friendly
launched a palm-sized projector
the GS1 emits low heat making it
sound that’s just like a night at
interface with inputs that enable
designed to cope with hard use
safe enough for children to touch.
the movies.
multimedia viewing and online
Portable – Take It With You Wherever You Go
the image to suit the screen and
to set-up and robust enough to cope
Cable Free – Teach Wherever You Want
with classes of all sizes and is ideal
The cable free design with 3-hour
The GS1 and battery weighs just
settings automatically when you
for use on outdoor camps.
detachable battery gives you
1kg. It’s compact (13.9cm x 14.6cm)
set up the first time and you won’t
complete freedom to stream online
but powerful and fits into the palm
have to do it again the next time
Drop proof, Splash Proof and Low Heat
content in seconds or use the BenQ
of your hand. With a short throw
you use it. n
Video Tray App and share content
lens, GS1 can project a 60” image at
With a robust rubber case, GS1
direct from your Android phone
just 1 metre.
is Drop Proof which means it will
wherever you want. GS1 is a plug
survive a fall of 60cm. Its IPX1
and play portable LED projector
Set Up A Class In Seconds
Splash Proof rating offers ingress
with built-in USB readers. Stream
With a simple one touch button,
in a variety of environments. GS1 delivers portable fun that’s simple
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streaming. Auto keystone adjusts GS1’s set-up wizard saves your
BenQ’s GS1 portable projector is available now for RRP$999. For more information visit www. BenQ.com.au or call 1300 130 336
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20/09/2017 4:32 pm
Unless otherwise expressly stated, the review of the product or products appearing in this section represent the opinions of the Editor or relevant editorial staff member assigned to this publication and do not represent the views or opinions of Interactive Media Solutions or the advertisers or other contributors to this publication.
BLACKBOX Today’s classrooms need to support
items simultaneously. Share and
easy-to-use technology so the
edit desktop, apps, docs, images, and
focus can be on collaboration and
videos in real time.
productivity rather than managing
Coalesce connections can be
equipment. This kit, designed for
over a wired or wireless network,
a small meeting space, contains
or even using two networks at the
everything you need to create a
same time, so guest users can share
modern conference environment
ideas too. The compact form factor
within your classroom or staffroom
is easy to deploy behind flat panels
with integrated collaboration, video,
and above projectors. Coalesce
and control systems. The system
is compatible with virtually any
is pre-configured and ready to use
display, including touch screens, via
for most rooms. No programming
an HDMI connection. There are no worries about 4K
or relay control. The control panel
video either. The switcher up- or
is pre-programmed and enables
Coalesce MPE™
4x1 Presentation Switcher
down-scales 4K video to match the
users to select sources, turn the
With Black Box’s wireless
To address multi-use rooms with
display resolution. The switcher
display on or off via CEC, or to mute
collaboration system, Coalesce,
multiple video inputs, schools
fits beneath conference tables or
audio, but can be modified for other
everyone’s ideas are just a few
can use the 4x1 Presentation
neatly in lecterns.
application specific requirements.
clicks away. It enables users to
Switcher. It’s the center of your
share content from any device, PC,
system and enables you to connect,
laptop, tablet, or iOS or Android
extend, and switch four inputs
8-Button Wallplate Control Panel
device, to the display. Using an
to any conference room display.
Use this sleek wall-plate-based
optional touch screen even allows
It switches fast and seamlessly
control panel to operate and control
communicating doesn’t have to
users to collaborate directly from
between any of the standard
the Presentation Switcher, other
be technically difficult. For more
the screens. Each connected user
video formats (DisplayPort, HDMI,
AV or KVM switchers, and other AV
information visit www.blackbox.com/
can share an unlimited number of
DVI with adapters), and VGA.
devices with RS-232, RS-485, IR,
en-au
knowledge is required.
Each of the eight buttons is fully programmable. n Collaborating and
Hitachi HILU75202 The smart new Hitachi Interactive 75-inch UHD flat panel display has been designed for a variety of uses from staff rooms to classrooms, lecture theatres, foyers, and more. Within its clean contemporary black bezel frame, it incorporates a host of clever features with up to 20 points of touch (simultaneous), a bright LED Anti-glare screen, wide viewing angle and 40W front facing stereo speakers facilitate to deliver the sound to your audience directly. Both Windows® and Mac® compatible, HILU75202 includes PC-less writing function, a LAN port for control, an OPS slot, magnetic stylus pens, and front HDMI and USB inputs. All you need to do is walk in, turn it on and inspire. n For more information visit www.hitachi.com. au/dps or call 1800 HITACHI
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SHOWCASES
R2-D2™ For the first time ever, kids can create their own Droid including R2-D2™ - and bring it to life! Using littleBits electronic blocks and the free Droid™ Inventor app, students can teach their R2 Unit new tricks and take it on 17+ missions. Students can also can level-up their inventor expertise and reconfigure their Droid to give it new skills, or design any Droid they can dream up. The kit comes with everything students need to build and customise R2-D2 straight out of the box. Initial assembly is easy with step-by-step instructions to build their Droid, and control it in drive mode, selfnav, Force™ mode, and more. After mastering their Droid Inventor skills, students can continue on challenging their creativity by inventing brand-new Droids. n For more information visit call iWorld Australia 03 9532 5052 or visit https://www.iworldonline.com.au
Makeblock Airblock Programmable Drone Makeblock Airblock Programmable Drone is the first modular drone that can be turned into a hovercraft, car, and more! But the STEM fun doesn’t stop there… Airblock can be programmed like a real robot, using easy drag and drop graphical codes to program stunts and manoeuvres. Airblock is an educational, user friendly device that offers limitless fun! Airblock has a modular design that is easy to put together using magnets to join pieces together easily. It has one main module and six propeller modules with magnetic connectors which make the Airblock both capable of transforming in creative ways and incredibly fun. Airblock is indoor friendly as the modular parts are made from
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stylofoam expanded polypropylene, which is light-weight and easily absorbs impact. Airblock helps students develop their logic and reasoning abilities as it introduces kids to basic computer programming while growing critical thinking skills. Programming is easy thanks to the use of graphical code blocks while operating Airblock helps kids build fine motor skills and hand-eye coordination. Control the device from the app via Bluetooth and enjoy coding Airblock to perform aerial stunts and endless tricks or challenge kids with specific building tasks. n For more information call Maximise Technology on 1300 769 374 or visit www. maximisetechnology.com.au
educationtechnologysolutions.com.au
20/09/2017 4:32 pm
PARALLELS DESKTOP 13 FOR MAC Apple’s devices have always been
and Mac worlds to their campus can
to take advantage of the MacBook’s
wildly popular among students. It’s
rely on one tried and tested solution:
new Touch Bar: teachers and
not difficult to see why – Macs and
Parallels Desktop for Mac.
students can easily customise Touch
iPads are well-designed, reliable, and
Now in version 13, the flagship
Bar shortcuts for their favourite apps.
offers an intuitive experience that
desktop software offering from
gets out of the way so students can
cross-platform solutions provider
bundled with Parallels Toolbox
what Apple and Microsoft should
spend more time learning.
Parallels lets users seamlessly run
(parallels.com/toolbox), a suite of
offer, leading to higher productivity,
Windows and Windows apps on their
more than 30 one-touch tools that
user satisfaction, and ultimately,
Mac devices without rebooting.
quickly lets you complete simple
improved learning outcomes.
However, Apple devices are also commonly regarded by many instructors and IT administrators as
In addition to the features that
Parallels Desktop also comes
tasks with minimal fuss.
Students can purchase Parallels Desktop at a special price at https://
unsuitable for classrooms due to
you already know and love – such
their incompatibility with existing
as running Windows software as if
screen while you give a lecture for
IT investments such as existing
they were native apps without ever
later reference? Or perhaps you’d
learning software or back-end
having to see the Windows desktop
like to download a video off YouTube
infrastructure that runs only on
– Parallels Desktop 13 for Mac brings
for instructional purposes later.
Microsoft Windows.
support for the latest hardware and
Parallels Toolbox lets you do all of
software across the ecosystem.
that with just one click – quickly,
copies of Parallels Desktop 13 to
simply, and securely.
the first five ETS reader who emails
Fortunately, we live in a world where the operating systems we
For instance, it is now ready for
Want to record a video of your
estore.onthehub.com n For more details, please visit parallels.com/desktop. PS. Parallels is giving away five
marahman@parallels.com with the
love no longer should live in silos.
all the latest OS updates from both
Education IT administrators who wish
Apple and Microsoft coming this fall.
and Parallels Toolbox, everyone on
subject title “ETS Parallels Desktop 13
to bring the best of both Windows
You’ll also find new features built in
campus can enjoy the best of both
for Mac”. Act now!
All-in-one iQ technology puts
and simultaneously in any lesson
everything you need in one place,
activity, free from interruption by their
available at the touch of a finger. You
partner. Object Awareness technology
only need 1 cord, making the 7000
automatically distinguishes between
series a flexible, mobile solution –
fingers (touch/drag), pen (write) or fist
move it anywhere to make any space
(erase).
SMART Board 7000 Series
With Parallels Desktop for Mac
a learning space. The embedded
Proprietary HyPr Touch™
computer offers one-touch access to:
technology is SMART’s latest
• SMART Learning Suite applications
innovation in display interactivity,
Interactive Display with iQ
like SMART Notebook® lessons,
delivering superior writing
SMART lab™ activities and SMART
performance, touch accuracy, and
The pinnacle of the SMART Board
supports simultaneous multi-user
amp™ workspaces
the ability to recognize different
experience and our most advanced
collaboration, offering multiple
interactive display, the SMART Board
students and educators the seamless
supporting iOS, Android and
7000 series includes exclusive iQ
ability to interact with content
Microsoft devices
technology bringing devices, lesson
through touch, writing and erasing. No
• A built-in web browser
content and software together for
more waiting and taking turns – just
• A digital whiteboard – just pick up
SMART Ink™ allows writing to
a cohesive educational experience.
do what comes naturally.
a pen and write on the panoramic
be converted to text, writing over
whiteboard.
websites and videos, and writing
It includes the most innovative
The 7000 series is available in
• Wireless screen sharing
interactive tools. Silktouch™ ensures a smooth, comfortable touch experience, without uncomfortable finger burn.
features to help teachers and students
75” and 86” sizes, includes a 1-year
Simultaneous Tool Differentiation
& saving directly into PDFs and
collaborate with ease, and is designed
subscription to SMART Learning Suite
opens new opportunities to interact
Microsoft Office® files. n
to support a variety of pedagogies,
software, and a 3-year warranty. All
with content, with Pen ID™ and Object
teaching styles and learning needs.
sizes are ENERGY STAR® certified and
awareness™ acting in unison. Pen ID
For more information visit call SMART
have 4K Ultra HD resolution.
allows four students to use different
Technology on 1300 165 312 email
Key features include:
colored pens to write independently
ANZenquiries@smarttech.com
The 7000 series is the only interactive display in education that
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SHOWCASES
RME Babyface Pro If you are looking for a quick, simple,
socket, which integrates seamlessly
Input Noise) performance as well
I/O; use as either an ADAT port with
affordable and easy to use solution
into the housing and saves space.
as line overload protection, and
SMUX support or SPDIF for sessions
for recording analogue audio in
The two headphone outputs,
enough gain for even the lowest
up to 192 kHz. In combination with an
your school’s video and music labs,
offering TRS and mini-jack sockets in
level microphones.
external ADAT converter, the Babyface
then look no further than the new
parallel, have completely separate
Babyface Pro from RME.
driver stages to perfectly match low
efficient design almost never
as well as 12 outputs, making it ideal
and high impedance headphones,
requires an external power supply
for both live and studio multi-track
precision from a block of aluminium,
guaranteeing pristine sonic results
– it’s perfectly stable on USB 3 bus
applications. You can plug any
this high-end yet portable interface
no matter what type of headphone
power, and also most USB 2 ports,
instrument, line or high impedance,
incorporates newly designed analog
is used.
with no degradation in any technical
into Babyface Pro’s jack inputs 3 &
specification. This makes it perfect
4. Record a guitar on the go, with no
Created with the highest
and digital circuits. Its innovative
Two digitally controlled preamps
Babyface Pro’s incredibly
Pro fully supports 12 analog inputs
energy saving technologies
provide individually switchable
for mobile recording, even with a
additional hardware required. MIDI
provide supreme fidelity with
48V ‘phantom power. These brand
pair of your favourite condenser
I/O via an included breakout cable
no compromises in level, noise
new circuits feature gain of up to
microphones. An idea solution for
completes the package. n
or distortion.
70 dB, adjustable in steps of 3 dB,
travelling between classrooms.
For the main I/O RME, have designed a completely new XLR
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plus a relay-driven PAD, resulting in exceptional EIN (Equivalent
The comprehensive feature set continues with an optical TOSLINK
For more information visit www. innovativemusic.com.au
educationtechnologysolutions.com.au
21/09/2017 12:30 pm
mBot Ranger mBot Ranger Robot Kit is a 3-in-1
a two-wheeled self-balancing car
of originality while helping to
created with beginners in mind.
STEM educational robot kit which
which fiercely balances itself and
develop logical thinking. The mBot
They have online guidebooks and
supports 3 building forms: Off-
stands up to the strongest toes!
programming software is made
provide online tutorials for first
up of colorful and modularized
time coders to systematically learn
Dashing Raptor, the Predator
‘drag and drop’ graphical blocks.
graphical programming through
These blocks are specifically
their constantly updated courses.
Turn the mBot into a three-
designed to enable children to
Off-Road Land Raider
wheeled racing car that runs and
quickly experience a sense of
Being an off-road robot tank, Land
executes rapids turns and spins,
accomplishment when they see
Raider is designed to handle a
just like a raptor eagers to catch
their robot carrying out programed
wider variety of terrains than
its prey.
instructions, without first
No Boundaries to Your Imagination
Road Land Raider, Self-Balancing Nervous Bird, and Dashing Raptor - the Predator.
For more information visit www.eehobbies.com.au
needing to understand and learn
There are endless ways to play
Create Your Own Program with Easy Drag and Drop Blocks
difficult codes.
with mBot Ranger. With over 500
learn to code wherever they go
add-on packs from our Makeblock
Coding has become a new modern
with Makeblock’s programming
platform, you are encouraged to
Self-Balancing Nervous Bird
day language through which
APP, available on both
develop your own personalized
students can express ideas,
smartphones and tablets.
mBot Ranger! We love to help you
In this configuration, mBot becomes
inspiring a whole new generation
most other vehicles or robot cars. Students can have fun designing and programming course through interesting and varied terrain.
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What’s more, Students can
The mBot product range is
standardized parts and playful
become a curious inventor! n
EDUCATION TECHNOLOGY SOLUTIONS | 73
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| FEATURE
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educationtechnologysolutions.com.au
21/09/2017 12:31 pm
TAKING A STAND ON
S ’ N H E E R A D L L T I H H C ONE DESK AT A TIME
BY PETER PARKER
How do you see the health of your
Sitting for as little as two hours
effective and easily compliant
are overweight or obese, get them
students? Do you feel they are
continuously increases the risk for:
measure to improve children’s health.
standing. Anecdotally, teachers in trials
moving as much as they should be
• heart disease
The proportion of time children spend
report improved focus, concentration
in their normal school day? Are there
• diabetes
sitting with very poor postures on
and cognitive benefit by using standing
strategies in place for your school
• back and neck pain
any screen device has exploded.
desks. A movement-rich environment
to take a lead on children’s health?
• repetitive stress injuries
While the time spent on technology
could well be the key.
Do you want to be part of a very
• pelvic floor dysfunction
is a contentious one, parents and
significant shift to help your students
• hip and knee disorders
teachers can change the position in
need to fidget. Standing desks allow that
which they do it.
extra layer of energy expenditure and
physically and mentally, while possibly also improving their performance at
There is no doubt that standing
Research conducted over
Many children, especially boys,
nervous system activity via ‘fidget bars’,
school? Installing standing desks could
desks are an ‘on trend’ topic in today’s
the past five years (http://www.
which allow students to shift within
be the answer.
world. Every week, there is media
upstandingkids.org/#!research-and-
their work station. This then allows their
attention citing the increase in activity
articles/cpvw) very clearly explains
focus to be on learning, as they have
Some startling facts:
in standing desks for the corporate
the negative impact of sitting,
expended ancillary activity by being able
• Children are sitting for up to 80
arena; but why is that focus and
with the cardiovascular, intestinal,
to move and fidget. In special needs and
community awareness for standing
musculoskeletal and respiratory
autistic children who are able bodied,
desks not being extended to schools
systems all negatively affected. To
this is even more clearly defined,
and students?
help students burn 25–35 percent
with the facilitation of movement at
more calories in their days, which is
a standing desk potentially allowing
especially important for those who
better concentration.
percent of their day. • The sitting epidemic has been compared to the negative health implications of smoking and is said to be worse.
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Put simply, standing desks in schools may be the most simple,
EDUCATION TECHNOLOGY SOLUTIONS | 75
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| FEATURE
(inflammation of the growth plate in the heel) has never been higher and is due to tightness through the front of the hips, which causes children to overarch their lower back and load the front of the knees and backs of the ankles. Maintaining the ability to squat, lunge, twist, pull and push without the epidemic of sitting is paramount in all of this discussion. If a group of 10 year olds is asked to squat, likely over half will not be able do it, will fall over or look completely awkward in doing something that should be so natural. Why does that happen when in other cultures it remains a natural, easy movement? The follow-on consequences of losing such a pivotal movement are massive and a topic that can be discussed and debated long and hard. UpStanding Kids, a not-for-profit organisation, aims to help educate parents, schools and councils on the physical and mental health benefits associated with standing desks and muscle that sits between the lungs
to place adjustable standing desks in
start kinder or school on a standing
and intestines, is compressed. This
schools across Australia and beyond.
desk. That way, they will never know
powerhouse region is so important and
any differently and their perception of
needs to move with softness and full
what is normal or best fit lays in the
amplitude to better oxygenate the body.
fact that this is all they know. Putting
Getting students to stand improves
these children back into a chair would
their breathing and better nourishes
be stifling and just not feel appropriate.
every system in the body, let alone the
Physically, these children will retain
brain – the one organ teachers want
their primal movements, such as the
firing and working at its best when in
ability to do a passive squat, and will
the classroom.
The ideal scenario is for a child to
keep the front of their hip joints soft
The incidence of conditions
and open, and core muscle groups
like Osgood-Schlatter disease
activated and soft.
(inflammation of the bone, cartilage
When a person sits, his breathing
and/or tendon at the top of the tibia
“GETTING STUDENTS TO STAND IMPROVES THEIR BREATHING AND BETTER NOURISHES EVERY SYSTEM IN THE BODY, LET ALONE THE BRAIN – THE ONE ORGAN TEACHERS WANT FIRING AND WORKING AT ITS BEST WHEN IN THE CLASSROOM.”
How progressive and forward-thinking is your school? Help your students be the best they can be by breaking away from convention and what has always been done. n Peter Parker is a registered osteopath with over 20 years’ experience. He is the founder and a director of UpStanding Kids and is passionate about helping children maintain and improve their health. For more information on how UpStanding
is shallow and confined more to the
at the point of the patellar ligament
Kids can help your students, visit www.
upper lungs. The diaphragm, the huge
attachment) and Sever’s disease
upstandingkids.org
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21/09/2017 12:31 pm
S50
Mobile iPad Charging Station
The iPad Charging Station is designed for education environments that organize large numbers of iPads and require support tools necessary for efficiency. They provide a practical, functional storage solution.
Holds up to 30 iPads
Sync & charge
simultaneously
AUSTRALIAN MADE MAKES AUSTRALIA
VIC (03) 9801 1044 / sales@mfb.com.au
072-078_ETS80 Notice Board.indd 77
NSW (02) 9749 1922 / sydney@mfb.com.au
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20/09/2017 4:26 pm
FOR PRINCIPALS | EDUCATORS | NETWORK ADMINISTRATORS
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ARNING?
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