Education Technology Solutions 80 digital edition

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

26/09/2017 10:24 am

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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

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Jonathan Rudolph PHONE 1300 300 552 EMAIL graphics@interactivemediasolutions.com.au

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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

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 | 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

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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

16 | EDUCATION TECHNOLOGY SOLUTIONS

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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

educationtechnologysolutions.com.au

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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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20/09/2017 12:07 pm

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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EDUCATION TECHNOLOGY SOLUTIONS | 21

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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

020-023_ETS80 Article 1.indd 22

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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educationtechnologysolutions.com.au

20/09/2017 12:14 pm

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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EDUCATION TECHNOLOGY SOLUTIONS | 29

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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

32 | EDUCATION TECHNOLOGY SOLUTIONS

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| FEATURE

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educationtechnologysolutions.com.au

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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034-037_ETS80 Article 2.indd 35

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

20/09/2017 12:22 pm

| 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).

educationtechnologysolutions.com.au

20/09/2017 12:31 pm

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

20/09/2017 12:33 pm

| 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

44 | EDUCATION TECHNOLOGY SOLUTIONS

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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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046-049_ETS80 Let's Talk Pedagogy.indd 47

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.

48 | EDUCATION TECHNOLOGY SOLUTIONS

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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

50 | EDUCATION TECHNOLOGY SOLUTIONS

050-053_ETS80 Professional Development.indd 50

READ

ING

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20/09/2017 12:35 pm

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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EDUCATION TECHNOLOGY SOLUTIONS | 51

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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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20/09/2017 12:36 pm

CHECK OUT OUR WEBSITE www.educationtechnologysolutions.com.au

050-053_ETS80 Professional Development.indd 53

20/09/2017 12:36 pm

| FEATURE

SHAPING THE WORLD THROUGH DIGITAL TECHNOLOGY EDUCATION

BY KELLY TAGALAN

54 | EDUCATION TECHNOLOGY SOLUTIONS

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educationtechnologysolutions.com.au

20/09/2017 4:33 pm

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

56 | EDUCATION TECHNOLOGY SOLUTIONS

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We received over 150,000

01110010

Our mission is to give every child in Australia the skills, confidence

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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

058-061_ETS80 Teaching Tools.indd 60

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).

educationtechnologysolutions.com.au

20/09/2017 12:36 pm

VIDEO DOESNâ&#x20AC;&#x2122;T HAVE TO BE EXPENSIVE TO BE EFFECTIVE

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058-061_ETS80 Teaching Tools.indd 61

20/09/2017 12:36 pm

| GET CONNECTED

62 | EDUCATION TECHNOLOGY SOLUTIONS

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20/09/2017 12:37 pm

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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TECH STUFF 068 PRODUCTS BenQ Blackbox Hitachi R2-D2 Makeblock Airblock Parallels Desktop 13 for Mac SMART Board 7000 Series RME Babyface Pro mBot Ranger

074 NOTICEBOARDS Taking a Stand on Childrenâ&#x20AC;&#x2122;s Health

66 | EDUCATION TECHNOLOGY SOLUTIONS

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educationtechnologysolutions.com.au

21/09/2017 12:33 pm

Follow us on Twitter twitter.com/EdTechMagazine

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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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068-071 ETS80 Product Showcase.indd 68

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

educationtechnologysolutions.com.au

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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068-071 ETS80 Product Showcase.indd 70

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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EDUCATION TECHNOLOGY SOLUTIONS | 71

20/09/2017 4:32 pm

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.

educationtechnologysolutions.com.au

068-073 ETS80 Product Showcase.indd 73

What’s more, Students can

The mBot product range is

standardized parts and playful

become a curious inventor! n

EDUCATION TECHNOLOGY SOLUTIONS | 73

21/09/2017 12:30 pm

| 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

21/09/2017 12:31 pm

| 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

www.mfb.com.au

20/09/2017 4:26 pm

FOR PRINCIPALS | EDUCATORS | NETWORK ADMINISTRATORS

ISSUE 79

ARNING?

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