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CONTENTS ISSUE 83
26
44
32 REGULARS
FEATURES
6 FROM THE EDITOR
26 COVER STORY
8 CYBER CHAT 10 CALENDAR OF EVENTS 70 PRODUCT SHOWCASE 72 NOTICEBOARDS 74 SPOTLIGHT
Jane Hunter speaks with Vanessa Pirotta, a PhD student at Macquarie University in Sydney about her recent victory in the Australian final of the British Council’s FameLab; an annual event recognised as the leading science communication competition in the world, which attracts early career researchers to explain a scientific concept to a general audience in just three minutes. In this issue’s cover story, Jane explores Vanessa’s research to find out more about how experts from the STEM disciplines can support learning in schools.
18 SCREEN TIME MYTHS Peter West, Director of eLearning at Saint Stephen’s College in Australia, looks at the myth around the amount of time a child spends in front of a screen being an issue as opposed to the type and quality of the material on the screen.
32 WHAT IS YOUR ONLINE PERSONA? DIGITAL CITIZENSHIP FOR TEACHERS Helen Kardiasmenos, a primary school teacher and digital leader in Sydney, looks at three important questions every teacher should consider with regard to being an effective digital citizen.
54 AUSTRALIAN SCHOOLS ALREADY FOCUSED ON THE FUTURE! Across Australia, there are many schools and teachers demonstrating
4 | EDUCATION TECHNOLOGY SOLUTIONS
outstanding leadership and practices who should be celebrated for their expertise. Identifying these practices and effectively sharing that knowledge is a significant strategy to evolve education.
16 INTERACTIVE LEARNING
56 TEACHING TOOLS How can you use research and digital technology to create change in mathematics and STEM?
60 GET CONNECTED How do we lead academic innovation through technology?
Mal Lee and Roger Broadie look at the role digitally connected families of the world have played over the last two decades in leading digital education.
24 PLUGGED IN Brett Salakas draws on the international hit TV show The Walking Dead to illustrate a paradigm shift from traditional to next generation education models.
36 OFFICE SPACE How can you accommodate part-time staff more quickly and effectively in school timetables?
40 NEXT STEP Shelly Kinash examines why accessible education needs to be more than a tick-box exercise.
44 LET’S TALK PEDAGOGY Author, journalist, editor and former educator living in Austin, Texas, Leah Anne Levy, looks at the difference between STEM and maker education.
48 PROFESSIONAL DEVELOPMENT Peter West examines the growing need for consistency in technologyenhanced learning.
educationtechnologysolutions.com.au
FROM THE EDITOR something like an Olympic or Commonwealth Games and you would, without exaggeration, not be far from the mark. Over the next few days, the level and quality of the events in which students participated was incredible.
www.educationtechnologysolutions.com.au
EDITORIAL
EDITOR John Bigelow EMAIL john@interactivemediasolutions.com.au SUBEDITORS Helen Sist, Ged McMahon
CONTRIBUTORS Jane Hunter, Peter West, Helen Kardiasmenos, Brett Salakas, Caroline Linne, Lora Bance, Keith Roberts, Mal Lee, Roger Broadie, Shelly Kinash, Akshay Sahay, Sue Beveridge, Matt Lambert, Chris Cooper, Jonathan Powles, Leah Levy, Matt Lambert
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Keith Rozairo PHONE 1300 300 552 EMAIL keith@interactivemediasolutions.com.au
John Bigelow
DESIGN AND PRODUCTION
recently had the pleasure of joining the Destination Imagination (DI) team, led by the Australian affiliate Director Jackie Slaverio, for the DI global finals in Knoxville, Tennessee, in the US. For those readers who are not familiar with the Destination Imagination program, it is a fun, hands-on system of learning that fosters students’ creativity, courage and curiosity through open-ended academic challenges in the fields of Science, Technology, Engineering and Mathematics (STEM), fine arts and service learning. The participants learn patience, flexibility, persistence, ethics, respect for others and their ideas, and the collaborative problem-solving process. Since its inception back in 1982, DI, a non-profit organisation, has impacted more than 1.5 million participants. Today, more than 150,000 students participate in the Destination Imagination program each year, with the support of more than 38,000 volunteers worldwide. Through collaborations with the National Aeronautics and Space Administration (NASA), 3M, Disney, Motorola Solutions Foundation, Oracle Academy, Mayo Clinic, Project Management Institute Educational Foundation, ShareSpace Foundation, PCG Education, National Geographic, U.S. Space & Rocket Center, Partnership for 21st Century Learning and other industry organisations, DI has been able to continue inspiring and engaging its participants for more than 30 years. With the support of Jaycar, along with Jackie and Bob who run the Australian DI affiliate, I was able to join students from five Australian schools who had been chosen to represent Australia at the global finals. I had imagined something akin to a typical school science fair where students were divided into groups and given some challenges to solve, which they would then be judged on and so on. What I encountered upon entering the Thompson-Bowling Area for the opening ceremony at the University of Tennessee was so far beyond my expectations it is quite literally difficult to put into words. Imagine the opening ceremony for
Jonathan Rudolph
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6 | EDUCATION TECHNOLOGY SOLUTIONS
Editor
I
The grandeur and spectacle of the various events across the four days of the competition was equally impressive. Students had the chance to attend things like a STEM expo featuring exhibits from names like NASA and Space Camp, a host of amazing workshops at no charge, a block party featuring live DJs and bands, a costume ball and an equally amazing closing ceremony. What I found most impressive, however, was the quality of the projects that students from around the world had prepared as part of the competition. In speaking with the Australian teams across the course of the events, it quickly became obvious that the entire experience transcended the obvious learning that came from being part of a STEM competition. Yes, the students achieved value learning outcomes across the various disciplines in which they competed across the year leading up to the finals. However, of equal importance were the lessons that came from being part of an international event. During our conversations, students spoke about the confidence they had gained from having to travel to another country and perform in front of a global audience. They spoke about having to learn to function in a team, to listen to and work with other people’s ideas. They spoke with enthusiasm about learning problem-solving skills, the ability to think through situations and challenges and develop workarounds on the fly and, equally importantly, they spoke about the insights that came from meeting students from other countries and cultures and learning about how they had approached the same challenges set before the Australian students. The Australian curriculum has been designed to teach students a wide range of very important skills. However, some skills just cannot be learned in the classroom. These are incredibly important life skills that help students be better people. It is my solemn belief that events like Destination Imagination, that have the power to engage students in critical STEM skills while also imparting valuable interpersonal skills, life lessons and social skills, should be an invaluable part of any school’s curriculum. Over the next few months, we will be presenting a video series showing the journey of the Australian teams competing in Tennessee at the global finals. I would encourage you to keep an eye out for the videos which will appear on our website and check out DI (www. DIaustralia.com.au). It is a competition that is open to any school around the country and is an invaluable experience for every student who participates. n
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| CYBER CHAT
The Flipped Classroom, Mastery Model & Education Perfect: A perfect combination
BY KELLY HOLLIS
he flipped classroom
educators to shift the lower end
that provides teachers with an
effort into their learning (Cushman,
model has been
of Bloom’s taxonomy out of the
online learning and assessment
2015). The Education Perfect platform
identified as a
classroom (Sams & Bergmann, 2013),
platform for Languages, English,
helps to enhance this process by
pedagogical pathway
allowing them to be present with their
Maths, Science and Humanities. The
adding an element of gamification
for teachers to follow to move toward
students while they are facing more
platform includes content to suit the
by awarding the students points for
more powerful learning and teaching
difficult activities. By completing a
Australian Curriculum, as well as the
completing activities, which place
strategies by leveraging the technology
range of easily achievable activities
state-specific syllabus from NSW
them onto a school-wide and global
that is emerging to deliver lessons
at home, students interact with the
and Victoria.
scoreboard. By introducing the idea
(Bergmann & Sams, 2014). The
‘remember and understand’ levels of
flipped classroom is an active,
Bloom’s outside the classroom without
designed to focus on mastery and
kinds of activities, students may be
student-centred approach that was
their teacher, reserving time spent in
customised learning. It supports
more willing to share their expertise as
formed to increase the quality of
class for the higher order levels of
learner-centered approaches where
it is an area that they are passionate
face-to-face time spent in classrooms
thinking including creating, evaluating,
each student is able to work at his
and motivated about. This is evident
(Ozdamli & Asiksoy, 2016).
analysing and applying (See & Conry,
or her appropriate level and pace
as when the students become
2014). These activities usually take a
based on their actual existing skills
passionate, they will be inspired to
Flipped learning allows teachers to
longer period of time to complete and
and knowledge.
play and then go discuss, modify,
provide their students with:
often require the support and input of
Flexible learning environments:
the classroom teacher. The ‘traditional’
to easily assign students work to
about the game that they are playing
where they are able to implement a
classroom model sees students often
complete before they arrive in class.
with others (Gee, 2012).
variety of learning models, physically
take notes from the board or read
This introduces concepts to the
rearrange the learning space (as well
information before completing project
students outside of the classroom
are able to analyse the detailed data
as the digital learning space) and
tasks at home. Flipping this process
space, a concept that aligns with the
provided by the platform to understand
provide students with a choice of when
allows for those higher order activities
flipped classroom model. The Smart
how the students have interacted
and where they want to access the
to be explored where students feel
Lessons produced by the Education
with this material. This will help to
information needed.
safe and supported. Subjects that
Perfect Content Team introduce the
guide the teacher on how to start
Learning culture shift: the culture
consist of educational content that
concepts to students in a variety
the lesson where the students will
in the classroom changes from a
falls within these lower levels of
of ways, including simple text with
be further exploring this content.
teacher-centred to a student-centred
Bloom’s taxonomy are those that may
keywords highlighted, short videos
Through the mastery model, most
approach where the teacher goes from
benefit the most from a shift towards
or a combination of both. After
students should have been able to
the ‘sage on the stage’ to the ‘guide
the flipped classroom model of
students have been introduced to the
develop a grasp of the content by
on the side’.
teaching (Sams & Bergmann, 2013).
content, the platform assesses their
completing the Smart Lesson and,
understanding of this through a range
therefore, the class should be able to
T
Intentional content: the flipped
With the advances in technology
Education Perfect has been
Education Perfect allows teachers
of games and point scoring into these
research and explicate everything
Before arriving to class, teachers
classroom needs a teacher who is
occurring all the time, educators
of question types. A cycle of content
participate in activities that allow much
able to evaluate what content needs
are in possession of a paradigm-
learning and assessment continues
deeper understanding of the concepts
to be taught directly versus the
shifting toolbox that will help them
until the lesson is finished, however,
being covered.
content that can be explored outside
to change the shape of education
students are only able to move
the classroom. This will maximise
and enhance the student learning
forward once they have mastered
classroom model, class time is now
classroom time to allow students to
experience (Albert & Beatty, 2014).
each section.
able to involve more problem solving,
explore other learning strategies such
The wide range of technology available
as PBL and peer-instruction.
to educators today enables them
education has been linked to higher
it be in practical work or research
Professional educators: teachers need
to provide students with access to
intrinsic motivation and enjoyment,
activities – with the students working
to be reflective and collaborative when
more advanced content, the tools
positive affect, engagement, deep
with their teacher as a mentor rather
implementing the flipped classroom
for constructing and sharing created
learning, and persistence in students
than provider. Collaboration and
model. The role of the teacher shifts
products, as well as opportunity to
(Simon, et. al., 2015).
group work become the norm with the
from one of content delivery to one
develop critical and creative thinking
where they mentor the students.
skills (Siegle, 2013).
(Hamdan, McKnight, McKnight & Arfstrom, 2013) The implementation of a flipped classroom model also allows
8 | EDUCATION TECHNOLOGY SOLUTIONS
For those who are looking to
The mastery-approach to
It has been found that when
After introducing the flipped
creation and investigation – whether
whole class working together towards
students realise that it is the process
the common goal of improving the
that helps them to build their
outcomes of all students in the class.
explore flipping their classroom,
understanding and expertise in a
Education Perfect (www.
particular field that they are studying,
a free teacher login by visiting
All teachers are able to sign up for
educationperfect.com) is one tool
they are more willing to put the extra
www.educationperfect.com. n
educationtechnologysolutions.com.au
NAO is a cute, programmable humanoid robot that will help you create unique, interactive classroom experiences. With about 10,000 robots in more than 70 countries around the world, NAO has truly made a home in education. Discover programming with Choregraphe Introduce coding with Choregraphe, our intuitive programming software, using simple drag & drop and algorithmic reasoning. Teach various programming languages with our SDK (Python, C++, Java, Javascript). Explore Mechatronics with Monitor Demonstrate and explain mechatronics by monitoring the robot’s activity thanks to our Monitor application. Enjoy project-based teamwork with NAO modules for Webots™ Encourage students to test their algorithms and projects with this 3D simulator program that places NAO in a virtual world governed by real physics.
In line with today’s educational content and challenges • Ideal platform to introduce STEM related subjects such as Math, Physics, Computer Science and Programming. • Cross-curricular applications that connect theory with practice. • Fully adaptable to current school programs. • Powerful platform to engage students and teachers • Hands-on, project-based learning to encourage teamwork. • Interactive lessons to drive greater participation. • Comprehensive and versatile educational solution.
Alix Chen Telephone: +86 21 6135 8998-170 Mobile: +86 18621050353 E-mail: achen@softbankrobotics.com www.ald.softbankrobotics.com +86 21 61358998
| EVENTS CALENDAR
EduTECH Australia 2018 7-8 June 2018 International Convention Centre, Sydney EduTECH is Australasia’s largest annual education technology conference and exhibition. In 2018, EduTECH will host a multitude of conferences and masterclasses attended by over
• Access the very best speakers from
ideas are shared, new learning
achievements with the delegates. The
Australia and around the world.
technologies are unveiled and
conference will be held at the Twin
collaborations form that will impact
Waters Resort, Sunshine Coast QLD on
classrooms everywhere. Claim your seat
Thursday 16, Friday 17 and Saturday 18
• Discuss, debate and take away
at the table among education’s most
August 2018.
implementable outcomes.
innovative change agents. You’ll have
• Share ideas, successes and challenges.
• This is a second-to-none networking opportunity. • Tailor-make your own experience
more than 1,000 opportunities to create
Conference Overview
the learning path that works best for you
The conference is focused on school
and covers what’s important to you.
leaders and leading teachers striving to
8,000+ educators, as well as hosting
and choose from eight large
Immerse yourself in powerful ideas and
offer the highest quality programs in:
an official event dinner for 800 guests,
congresses, with multiple streams,
inspirational speakers, while connecting
• mentoring and coaching in a leading
250+ exhibitors and free seminars for
plus focused breakout sessions,
with innovative educators who share
exhibition visitors.
masterclasses and interactive
your passion for transformative learning.
exhibition seminars and displays
Save the date for ISTE 2018!
(not to mention hours of networking
For more information visit https://
functions).
conference.iste.org/2018/
EduTECH is the only event that brings together the entire education and training sector (primary, secondary, tertiary and workplace learning) plus libraries,
by meeting with suppliers in one
renowned speakers all under one roof.
place, at one time.
As a delegate, you can choose
leading digital school • digital technology and numeracy in a leading digital school • digital technology assisting students
• See what is on offer and save time
government, suppliers and world-
digital school • digital technology and literacy in a
with disabilities in a leading
Visit www.edutech.net.au for
2018 Leading a Digital School Conference
Developing the themes:
more information.
digital school.
16-18 August 2018
The conference is structured around four
streams designed for your role,
Twin Waters Resort, Sunshine Coast
perspectives on leadership:
ensuring you get the most out of your
QLD
• mentoring and coaching • digital technology and literacy
from a wide variety of conference
professional development investment.
ISTE 2018
Are you a digital leader in your
Furthermore, EduTECH works with
24-27 June 2018
school interested in all forms of
• digital technology and numeracy
industry to subsidise registration
Chicago, USA
digital leadership?
• digital technology, literacy
costs to make the conference an
Where Inspired Learning Begins
We are very interested in you presenting
affordable and accessible investment in
Unbelievable things happen at the ISTE
at our 2018 Leading a Digital School
your learning.
Conference & Expo. Groundbreaking
Conference to share your work and
10 | EDUCATION TECHNOLOGY SOLUTIONS
and numeracy and students with disabilities. Calling Presenters: If you would like to
educationtechnologysolutions.com.au
| EVENTS CALENDAR
(If you have already completed the online course, please contact us for a special offer) On Day One of the conference, delegates will delve deeply into practical, hands-on workshops we are calling Cohorts (The Individual Space). In each Cohort you will work with a Flipped Learning certified trainer across a number of session times (four hours in total) to create handson, practical resources to take back to school with you and use immediately. The Cohort sessions to choose from are: • Cohort 1: Masterclass for Leadership & Professional Developers, with Jon Bergmann. • Cohort 2: First-year Flippers, with Aimee Shackleton. • Cohort 3: Flipped Mastery in Maths and Science, with Steve Griffiths and Stephen Crapnell. • Cohort 4: Flipping Humanities, with Ryan Gill. • Cohort 5: Flipping the Primary Classroom, with Matt Burns. • Cohort 6: Are you ready? Preparing our students for learning, with Kirsten Schliephake and Barbara Macfarlan. • Cohort 7: But do I really need to know this?, with Sophie Karanicolas. • Cohort 8: Gamification in the flipped classroom – Making mastery learning explicit and
The theme for this year’s
• Grant Jones
Leading a Digital School Conference,
conference is Teaching literacy |
• Aaron Davis
please email to team@iwb.net.au for
Teaching numeracy – with the support
• Lisa Connell and Chris Drake.
On Day Two you will select from
more information.
of digital technology.
For more information visit
sessions that will focus on the Group
www.iwb.net.au/classroompractice
Space (The Extra Time in Class).
know more about presenting at the 2018
This conference has selected as
effective, with Pete Whiting.
Some topics will include: Mastery,
its keynote speaker and presenters a
The K-12 Digital Classroom Practice Conference
group of teachers highly skilled and experienced in using digital technology
FlipCon Australia 2018
Science/Maths, English/Art/Language,
31 August 2018
to support literacy and numeracy
14-15 September 2018
Primary, Tech Tools, In-Flipping,
Melbourne Convention & Exhibition
teaching programs.
Monash College (Monash University),
Gamification, PBL, Inquiry Learning
Collins Street Centre, Melbourne
with Jon Bergmann.
Centre
The conference program offers
Active Learning, New Flippers,
The Keynote speakers at this
Where Inspired Learning Begins
skills-based sessions, so come
In 2018 we will “Flip FlipCon”
The K-12 Digital Classroom Practice
prepared to roll your sleeves up to
Prior to attending FlipCon, delegates will
conference will include:
Conference is one of the parallel
learn new transferable skills that will lift
have access to a 10-hour online training
• Jon Bergmann
conferences being run under the National
your literacy and numeracy teaching to
and certification course – Flipped
• Peter Wagstaff
Education Summit banner.
even greater heights.
Learning Certification Level 1. This will
• Errol St.Clair Smith.
Sessions will be presented by:
provide you with fantastic learning,
co-located at the venue and is the
• Anthony Speranza
ideas and practical advice before
For more information visit
exhibition component of the event.
• Aimee Shackleton
attending the face-to-face conference.
www.iwb.net.au/flipcon/au n
The Education Show will be
12 | EDUCATION TECHNOLOGY SOLUTIONS
educationtechnologysolutions.com.au
ETSP.
| INTERACTIVE LEARNING
14 | EDUCATION TECHNOLOGY SOLUTIONS
educationtechnologysolutions.com.au
BY MAL LEE AND ROGER BROADIE
It was – as most are aware – an
families and supporting children’s
The digitally connected families of the
Critically, it is also time to
world over the last two decades have
understand that those families
informal education, largely self-
independent learning because of their
played a remarkably successful, yet
employed, unwittingly but naturally,
directed, highly individualised, where
own drive to do so, often battling
largely unseen, lead role in the young’s
a laissez faire model of digital
the learning was invariably non-
education authority regulations
learning with digital education.
education. It was, and remains today,
linear, seemingly chaotic, dynamic,
and systems.
fundamentally different to the highly
undertaken in context and just in time.
personal mobile technologies on the
controlled, structured and linear
It was an approach the young found
schooling and government, the young
digital education of the world’s young
approach used by most schools.
highly appealing, exciting, relevant
and their families took charge of
between 1993 – the advent of the
Importantly, they used an approach
and intrinsically motivating. From
their learning with digital technology,
World Wide Web – and 2016, the lead
appropriate for an exponentially
the outset, the learning took place
continually growing their capability
role of the family became increasingly
evolving digital, socially networked
24/7/365 and, by the early 2000s,
as the technology grew in power
apparent. It was the young, with their
and connected world. Schools, in
the evolving technology allowed it to
and sophistication. Internet uptake
families, that primarily provided the
comparison, used a teaching model
happen anywhere, anytime.
figures globally reveal the families of
requisite technology, support and
from the Industrial Age, within
education, not the schools.
linear hierarchical organisations
role of the young and the family was
2002; Lee & Winzenried, 2009). In
that struggled to accommodate the
bolstered by the schools’ insularity,
1999, a comprehensive study of the
accelerating digital evolution.
their worldwide retreat to behind their
use of computers in Australian schools
cyber walls and their purported desire
concluded that the majority of the
In researching the impact of
In 2016, 3.4 billion plus people (ITU, 2016), nearly half the world’s population, were digitally connected,
The digital education of the young
Ironically, from the early 90s, the
Free of the controls of formal
the young led the way (Allen & Raine,
which is on trend to reach 70
occurred primarily outside the school
to protect children from the dangers
students who have the basic skills
percent by 2022 (Meeker, 2017).
walls. It took place within a market-
of the internet. The young and their
developed them at home (Meredyth
Over a billion were young people
driven, naturally evolving environment
families were left by default to fend
et al, 1999). That was happening
(Futuresource, 2017).
where government had no voice and
for themselves in the 80 percent of
naturally and largely unseen globally.
provided no support. For the young,
learning time available annually outside
mainly mobile, digital technology in
it enabled learning from incidental
the school walls.
schools. Rather, their understanding
opportunistic moments to, in some
was acquired in the developed,
cases, very focused and intense self-
schools still work behind those walls,
so too did their parents, as they used
developing and underdeveloped
driven learning. It was the young who
not recognising, supporting or building
the technology more in their work
worlds with the money and support
took control of their learning. Critically,
upon the out-of-school learning with
and came to rely on increasingly
of their families. It is time the world
it was the parents who believed in
digital technology. Indeed, France, as
sophisticated mobile technology.
– and particularly the parents, the
the educational importance of digital
late as 2017, reinforced its ban on the
young themselves, educators, policy
technology for their children who
school use of smartphones, reaffirming
study entitled The Networked Family
makers, governments and the media
funded the technology and connectivity
schooling’s general insularity.
(Wellman et al, 2008) which noted the
– recognises and builds upon that
and empowered, trusted and supported
remarkable contribution.
their children’s largely unfettered use.
Few learned to use their current,
educationtechnologysolutions.com.au
Tellingly today, many if not most
The schools that are notable exceptions to this are engaging with
As the young evolved their digital capability and facility to readily use all manner of current technologies,
In 2008, Pew Internet released a
US had reached the stage where the new norm was for all within the family
EDUCATION TECHNOLOGY SOLUTIONS | 15
| INTERACTIVE LEARNING
They created a learning environment
Conclusion
where the new norm was for all the
The way forward, as we address in a
family to naturally, almost unwittingly,
forthcoming publication on the Digitally
contribute to the ongoing digital
Connected Family, entails some
learning of all members. How often
major rethinking.
does one hear, “Dad, you can do it easier this way?” In the decade after the release
For that to occur, governments and educators must recognise that for 20-plus years – at no expense to
of the iPhone and touchscreen
government – the digitally connected
technology, the educational capability
families of the world have played the
and leadership of the digitally
lead role on the digital education of
connected families grew at pace. As
the world’s young, and are on trend to
parents normalised the use of digital,
continue to do so, regardless of what
became more digitally empowered,
governments or schools might do
embraced the mobile revolution and
or desire.
better understood the need for family
In 1993, schools were given a
cybersafety, so the gap between the
monopoly of digital education. Since
digital education provided in and out of
then, billions have been spent by
the schools grew – with most schools
governments supporting a monopoly
lagging ever further behind.
where learning with the digital
The capability and lead role of the
technology provided by the schools in
digitally connected families of the world
2016 markedly lagged behind that of
was evidenced in the last three to four
the families and the rising societal norm
years of the period when pre-primary
and this is on trend for the divide to
children from as young as two and
widen at pace.
three embraced mobile touchscreen
While the digitally connected
technology. As the 2015 European
families of the world have been able
Commission study (Chaubron, 2015)
to successfully normalise the use of
use of digital technology. They were
eminent observers interviewed in the
of 11 European nations attests, the
digital technology with a billion plus
working within a digital and socially
research, had concerns about the title
families of the young very successfully
young people, few schools in 2016 had
networked mindset, normalising
‘networked family’, believing it did
guided their children’s learning with the
succeeded in normalising its use. It is a
the use of all manner of digital
not fully capture the essence of the
technology. They, like the other digitally
reality governments and educators need
technologies in nearly every facet of
development. The strong preference
connected families of the world, led the
to better understand. n
their lives.
was for the term ‘digitally connected
learning, well before most schools and
to base their lives around the everyday
The authors, and the 50-plus
According to the study, “…this
families’, in that there were three key
decision makers understood that the
survey finds that couples use their
components, that together generated
pre-primary children of the developed
admin@interactivemediasolutions.
phones to connect and coordinate
all manner of synergies:
and increasingly the developing world
com.au
their lives, especially if they have
• the ‘digital’ that made it all possible
would enter formal schooling having
children at home. American spouses
• the ‘connected’ that linked the
normalised the use of digital technology. We are not suggesting for a
For a full list of references, email
Mal Lee is a former director of schools, secondary college principal,
often go their separate ways during
family to the networked world, and
the day, but remain connected by
which allowed both the nuclear
moment that everything was or is
author and educational consultant. He
cell phones and to some extent by
and extended family to employ the
perfect with digital and digitally based
has written extensively on the impact
internet communications. When
technology in all facets of their
education provided by the digitally
of technology and the evolution
they return home, they often have
lives when desired
connected families of the world. There
of schooling.
shared moments of exploration
• the ‘family’, where all (children,
was – and is – much that needed to
technology company director and now
Roger Broadie has wide
and entertainment on the Internet”
parents, grandparents) enhanced
be done to improve the model. What,
experience helping schools get the
(Wellman et al, 2008).
each other’s digital learning
however, was apparent was that a
maximum impact on learning from
and capability.
naturally evolving global development,
technology. He is the Naace Lead for
The Pew findings, coming as they did around the time of the release
Digitally connected families are thus
a megatrend the likes of which the
the 3rd Millennium Learning Award.
of the iPhone in 2007, correspond
those where the parents and children
world had never seen, had successfully
In his 30-plus years of working
with our own, which saw those
use the evolving suite of digital
readied the peoples of the world to
at the forefront of technology in
families becoming the norm across
technologies naturally in every desired
use digital technology every day in
education, he has worked with a huge
the developed, and increasingly the
facet of their lives, that employ a digital
their lives had the potential – with
range of leading schools, education
developing, world in the 2007–
mindset and which have, or nearly
astute support – to take their digital
organisations and policymakers in the
2009 period.
have, normalised the use of digital.
understanding to an even higher plane.
UK and Europe.
16 | EDUCATION TECHNOLOGY SOLUTIONS
educationtechnologysolutions.com.au
Teaching Kids to Learn... by Teaching Kids to Code
| FEATURE
18 | EDUCATION TECHNOLOGY SOLUTIONS
educationtechnologysolutions.com.au
SCREEN TIME MYTHS BY PETER WEST
The amount of time a child spends in
biggest health concern for kids,
time without these problems, it just
front of a screen is not the problem.
parents say.
takes knowledge, planning and effort.
The type and quality of the material on the screen is the problem. Would we complain about a child who spends six hours each day reading books? Possibly. If the six hours was spent reading trashy novels, it may be a problem. If it was six hours
• Too much screen time creates health risk for children. • Research links children’s
It takes adults to guide and modify a child’s behaviour if necessary. After all, that is also what parents and schools
• have good interpersonal relationships and lots of ‘normal’ friends • have plenty of interests outside of screens, including sports, cultural activities and so on
psychological problems to
do – help children develop positive
• have excellent communication skills
prolonged screen time.
habits that are needed for life rather
• have plenty of knowledge in many
• Lack of exercise leads to
than simply allowing them to do what
unhealthy lifestyles.
they want; habits such as resilience,
of areas and can converse well with adults
self-regulation, social skills, getting
• do not have posture problems
means too much screen time
enough sleep, getting enough exercise
• do not generally have lack of sleep
for kids.
and so on. There is a big list.
but, if they do occasionally it is
spent reading the works of the great
• Devices in schools and at home
philosophers or scientific research, then it is not a problem. One enhances the mind; the other may not.
Yet these headlines make an
In the past, guiding children to develop
because they are working hard,
Screen time is similar, as a screen,
assumption. They assume that the
into well-rounded people was a part of
for example, on exam revision, a
like a book, is simply a window
situation is black and white; that their
good parenting and good schooling.
into another world of information.
headline and a positive outcome are
What has changed? Adding technology
It can allow a child to interact with
mutually exclusive; that if you have a
should not change anything.
great minds and ideas, or it can be a
lot of screen time, then you must have:
distraction. Frank Lloyd Wright said,
• social problems
am a father of three daughters and I am
are generalisations that are designed
“Television is chewing gum for the
• posture problems
a teacher. This is not just uninformed
to attract attention and feed a fear of
eyes.” In some cases, computer
• insufficient exercise and obesity
theory. I also lead eLearning in a high
something new. They may be true in
screens can be chewing gum for the
• lethargy
tech K12 school where I can introduce
situations where technology has not
brain, but only if parents and teachers
• addiction to games, internet videos
you to many students who use screens
been introduced properly into a school,
a lot who:
or where parents feel overwhelmed, but
allow it to be.
and so on
For those who may be wondering, I
dance final or music exam • are not lethargic and in fact try to fit more into a day than many adults. The headlines mentioned previously
Yet we get headlines such as:
• lack of sleep.
• are successful academically
they are not true everywhere. Perhaps
• Too much screen time is
You can have lots of positive screen
• are fit and healthy
the authors of those headlines should
educationtechnologysolutions.com.au
EDUCATION TECHNOLOGY SOLUTIONS | 19
| FEATURE
visit schools where technology works
Good teachers also know what
There are many sites that provide
computers. In fact, they are one of
and families where technology is used
students are doing. Students who
guidelines and support for parents,
the final pieces of the puzzle. There
but is not a problem to determine what
may be distracted should be in a
such as Internet Safe Education (https://
are many articles about successfully
should be done, rather than focusing
location where their screen is visible;
www.internetsafeeducation.com/), The
developing technology-enhanced
on the situations where technology
they should not be in the back corner
Allanah & Madeline Foundation (https://
learning in school and there are
enables poor outcomes.
of a room. Students in classes of
www.amf.org.au/), iParent (https://www.
known solutions.
active teachers are rarely off task with
esafety.gov.au/education-resources/
their computer.
iparent) and ThinkUKnow (https://www.
What Else?
thinkuknow.org.au/parents-portal).
There are so many other negative
Does it take extra planning and effort to guide children now that technology is in the world? Yes, but
Students in some schools bypass
kids are kids and adults are adults. It is
school-filtered Internet access by
They help parents set guidelines
points raised about screen time that
the job of parents and schools to guide
connecting to their phone’s Internet, a
and boundaries.
can be refuted, yet space here does not
children to become well-rounded and
process called tethering or hotspotting.
successful adults. We had better get
Good schools are aware of this.
Hours in Front of a Screen
it right as the technology is not going
Students at my school know this is
Long hours without a break in front
away. If we do not teach children at
not allowed and that it has negative
of any screen is not good. Children
Conclusion
school and throughout their younger
consequences. We actively look for
need to know this. Ensure it does not
Technology is not going away and it
years to be the masters of technology,
student hotspots, therefore, their use
happen at home. After all, who is the
continues to improve our lives. We
when will they learn? When they
is rare.
adult and who is the child? Can it
must be more than the ostrich with its
cause arguments and tension? Yes,
head in the sand ignoring it. Children
Ensuring Internet Content is Appropriate (at Home)
particularly at the start. However,
and screens are just another phase and
problems generally disappear once the
good parenting and teaching allow the
their brain when they leave school and
Parents have many resources at their
rules become the norm.
problems to be overcome. We need
everything will be okay? Really?
disposal, including ‘rules’ for the use
graduate school and are at TAFE or university? When they get a job? Do we expect a switch will just flick in
So, what about some of
permit. However, I will be dealing with
If it happens at school, the school
these in later articles.
to rise to the challenge; our children
of technology that greatly reduce
has not set up its eLearning programs
problems at home. Home Internet
properly. It is worth noting that just
filtering is available relatively cheaply.
because laptops or other computers are
Ensuring Internet Content is Appropriate (at School)
It can even automatically turn off
used in a school, it does not mean the
of eLearning at Saint Stephen’s
Internet access at a scheduled time. It
learning has changed. In some schools,
College in Australia. He has over
Good schools have filtering software. Is
can also limit mobile phone or tablet
computers are used mainly for research
15 years’ experience leading K12
it perfect? No. Is it generally effective?
use, even during school hours. Family
on the Internet and typing notes. If this
schools in technology enhanced
Yes. My school has a system where a
Zone is one example (https://www.
is the bulk of what is happening, then
education, particularly blended
teacher can list the websites, videos and
familyzone.com/au/). I know parents
there are big problems.
learning using online learning
so on that each student in the class is
who swear by it and would not be
accessing. It is effective when needed.
without it.
the problems?
20 | EDUCATION TECHNOLOGY SOLUTIONS
Changing to technology-enhanced learning requires much more than just
deserve it. n Peter West is currently Director
environments. He can be reached at peterwest_@outlook.com
educationtechnologysolutions.com.au
Transform your device into a mobile production studio. Contact us for more information or to place an order. Email: sales@aptech.com.au | Phone: 02 9452 6001
| PLUGGED IN
EDU-WALKING DEAD - CAN YOU BE A PROPHET IN YOUR OWN HOME TOWN - WHERE IS YOUR GRIMES?
22 | EDUCATION TECHNOLOGY SOLUTIONS
educationtechnologysolutions.com.au
Recently, I have been working with Amanda Fox (known online as @STEAMpunksEdu). She is a teacher from Kentucky, US, and has just written a zombie-themed book for teachers, which will be released later this year by Dave Burgess Publishing. Amanda tapped into a popular genre and asked what metaphor zombies have for modern education and what can we learn from these films that can help us become better teachers. It got me thinking about The Walking Dead and the mistake systems make when we act with no ‘braaainnnnsssss’. BY BRETT SALAKAS
Many teachers would be aware of Sir
professors, parents or even the
Ken Robinson’s discussions about
students themselves, has caused a
various educational paradigms. Most
strange symptom that could be likened
Where is our Rick Grimes? Who can Fight the Walking Dead?
would be familiar with Sir Ken talking of
to “The Edu-Walking Dead”.
We are blessed with a plethora of
education systems as a 19th century
educationtechnologysolutions.com.au
The Edu-Walking Dead are people
innovative educators who are able to
invention that was created out of the
who have switched off from the
add transition to the contemporary
need to look after the children of the
concept of 21st century pedagogical
paradigm. Dr Allan Carrington from
Industrial Revolution. He is also well
practice. They do not prescribe to
Adelaide fights the good fight. His
known for his work on creativity and
the concept of personalised learning,
Padagogy Wheel highlights the need
the establishment of a 21st century
collaboration across student groups
to put pedagogy before technology.
education system. A new paradigm if
or even country boundaries. Their
He interweaves the SAMR model with
you would! Sir Ken has an answer to
zombie-like minds think thoughts only
Bloom’s taxonomy to create a usable
what the new paradigm should be. He
of back to the basics, I have always
tool where teachers can embed good
says, “The answer is not to standardise
done it this way, or it did not do me
practice into their lessons through the
education but to personalise and
any harm! Their goal is to have their
use of an appropriate technological aid.
customise it to the needs of each
students score elevated scores in the
At the centre of the wheel are graduate
child and community. There is no
high-stakes standardised tests that
capabilities that using the tool will help
alternative!”
many governments have imposed
to develop. These capabilities include
The trouble is, we do not live or
on schools. In my own hometown
having passion and enthusiasm for
work in a new paradigm (yet). We live
of Sydney, Australia, the principal
one’s work. Students also develop the
in a time of transition. We are between
of Sydney Grammar showed signs
ability to learn from their errors, be
paradigms. Yes, we have witnessed
of this thinking in his actions to
collaborative and to think strategically.
amazing innovations within our sector,
ban laptops in his school for fear
These are the desirable corporate
but we have not brought along all of the
of distraction. His rationale was
skill sets that we need to develop to
parties involved in the understanding
honourable (although his actions
make our students more effective and
of what a new paradigm would look
were highly questionable); he wanted
productive members of society when
like. In Australia, there has not been a
to improve the test results of his
they transition into adulthood.
clear, open debate about what a new
students. The question is, is our entire
education paradigm should be. This
education system worth more than
recently released a report compiled
is an issue that education systems
merely scoring high on your finishing
by Professor Chubb into the future of
globally have grappled with and has
exams? Surely as a society we want
a Science, Technology, Engineering
caused a lack of a shared vision.
more from 13 years of education!
and Mathematics (STEM) workforce
With no joint vision, people have felt
What we need is to produce students
in Australia. He highlighted the need
disengaged with various movements
who have the problem-solving
for technological literacy has begun
and initiatives. This disengagement
capabilities and the collaborative skills
to blur between STEM and non-STEM
between the different parties, be they
that will best suit our society’s needs
areas. That said, the report also found
teachers, policy makers, university
in our current and future economies.
that STEM-related jobs are growing
Dr Alan Finkel, the Chief Scientist,
EDUCATION TECHNOLOGY SOLUTIONS | 23
| PLUGGED IN
in Australia at a rate of 1.5 times the
with others. Often though, they hit a
set. They knew you when you were
all fighting the same fight. All teachers
speed of non-STEM employment.
brick wall. It is all too common for
learning and still cutting teeth. They
are looking for ways to better engage
However, our current graduate
great teachers to go unlistened to while
remember you before you got to a
with their students and help them
population consists of only 15 percent
schools and systems seek advice from
level of proficiency that others would
achieve stronger results. We all want to
of graduates qualified in STEM, while
further afield.
consider expert status. Familiarity
strengthen our bonds with parents as we
creates fondness, but it can also breed
not only navigate political interference
26 percent of the population are
Why is it that leadership within
qualified in non-STEM areas. The
schools and education systems demand
contempt. People are less likely to get
but work to build better schools. If you
report raises the question, is this an
expert advice from other states and
excited about something that they are
have answers to these issues, then you
appropriate balance to move towards
countries? Have The Organisation
already familiar with. This is true in
will have an audience eager to listen.
for any nation wanting a successful
for Economic Cooperation and
business, relationships and education.
You just need to find a way for your
future in a STEM-centric economy as
Development’s (OECD) results from The
we re-shape our global economy?
Programme for International Student
system leaders to be more open to
Assessment (PISA) got us mesmerised
using the talent of those in their own
It is Hard to Be a Prophet in Your Own Hometown
with what is occurring in Finland and
backyard, but at the same time if
#aussieED (the largest Australian
Singapore, or is it something more
you are sick of waiting for a knight in
Ed-Chat on twitter) and a moderator of
Proactive teachers do not want to
subtle that prevents us from tapping
shining armour to save you and your
multiple twitter chats. He is a Primary
sit waiting for a Rick Grimes style
into the local knowledge as often as
students and you are ready to be your
School teacher/leader who, over the
hero to come and give them a gift-
we should?
own Rick Grimes, reach out beyond
past 18 years, has taught in South East
your immediate surrounds. Look for
Asia and Australia in both public and
There is a need for principals and
voice to be heard! n Brett Salakas is the founder of
wrapped cure to solve all their zombie
It can be hard to be a prophet in
apocalypse style issues. They want to
your hometown because your local
ways to find connections. What you will
independent schools. He is passionately
solve their own problems and share
audience remembers you when you
find from city to city, state to state and
committed to turning educational theory
their knowledge, cures and practices
were developing your ideas and skill
even country to country is that we are
into real classroom practice.
24 | EDUCATION TECHNOLOGY SOLUTIONS
educationtechnologysolutions.com.au
What do World-Class Educators
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The International Flipped Learning 3.0 Training and Certification Workshop is a new, active learning certification program developed by a global team of education researchers and educators. The course and certification development was led by Jon Bergmann, one of the pioneers of Flipped Learning and is localised Dr Patricia Cross by master teachers in Australia and New The Flipped Classroom movement is sweeping the world as growing numbers of Zealand. educators are switching to active learning. Active learning has emerged as the foundation of all good instruction and Flipped Learning is the simplest path to active learning.
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| COVER STORY
26 | EDUCATION TECHNOLOGY SOLUTIONS
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callin g all experts
Whale snot + drones + research = inspiring young people in schools in Science, Technology, Engineering and Mathematics (STEM) BY JANE HUNTER
No doubt that opening line attracted
Interviewing a STEM Expert
I am investigating conservation gaps
your attention. Vanessa Pirotta is a
I was fortunate to catch up with
for cetaceans (whales, dolphins and
PhD student at Macquarie University
Vanessa just before she competes
porpoises). We know a lot about
in Sydney. In May 2018, she won
at the international FameLab finals
some species, but very little about
the Australian final of the British
in the UK. I was curious to find out
others. This is largely a result of some
Council’s FameLab; this annual event
more about her research and how
species being difficult to study and this
is the leading science communication
experts from the STEM disciplines can
makes conservation a little tricky. My
competition in the world and attracts
support learning in schools. Here are
PhD tries to address some of these
early career researchers to explain a
some highlights.
conservation gaps by reviewing known
scientific concept to a general audience in just three minutes. Read more about FameLab here: https://www. britishcouncil.org.au/famelab
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Me: What is the focus of your research? Vanessa: My PhD is primarily conservation based. As part of this,
and emerging threats to cetaceans and investigating the use of emerging technologies, such as drones, for conserving.
EDUCATION TECHNOLOGY SOLUTIONS | 27
| COVER STORY
Me: Why whales and their snot and‌ drones? Vanessa: I have always had a passion for whales and dolphins, which is quite odd, as I grew up a long way from the coast on a farm outside of Canberra. After I completed my Master of Research (trying to prevent whale entanglement in fishing gear), I started my PhD and, at the time, drones were everywhere. I thought it would be a great idea to harness their adaptability for learning more about
SCIENTISTS ALSO NEED TO MAKE SURE THEY CONNECT WITH TEACHERS AND STUDENTS SO THAT THEY EXPAND THE REACH OF THEIR WORK AND HOPEFULLY ENCOURAGE THE NEXT GENERATION OF GREAT MINDS.
whales. Whale snot was the natural choice of sample to collect, as whales
we do not have to get close to these
produce a lot of it and collecting it
very large animals that can reach
could be done non-invasively. I was not
lengths of 17 metres and weigh over
the best drone pilot out there and many
40,000 kilograms.
of the off-the-shelf drones were not waterproof for sampling whale snot, so I collaborated with industry for this project. I worked closely with a good
Me: If you had one wish for STEM and young people what would it be? Vanessa: Providing opportunities
friend, Alastair Smith from Heliguy
for young people to explore their
Scientific, and together we created a
passion. This may seem simple but,
waterproof, snot-collecting drone.
in reality, there may be challenges to achieving this.
Me: What are you finding so far? Vanessa: We found out that the
Me: Why should teachers
drone is indeed collecting whale snot
and students in schools listen to
rather than just air or water. Whale snot
scientists and other experts in the
contains a variety of bacteria that we
STEM disciplines?
use to provide a baseline of information
Vanessa: Scientists are often
from what we consider to be relatively
leaders in their field and have a lot of
healthy, free swimming humpback
knowledge to share. They learn about
whales off the coast of Sydney. We
new things well before the rest of the
also found an overlap with bacteria
world does. Teachers should feel able
collected from the snot of northern
to approach scientists to learn more
hemisphere whales. This is just the
about their work; all they have to do
first step of what can be done with this
is ask. Scientists also need to make
method of data collection. I would love
sure they connect with teachers and
to collect more samples each year to
students so that they expand the reach
help build a picture of whale health
of their work and hopefully encourage
over time. I would also like to adapt
the next generation of great minds.
this method to more threatened whale populations, such as the southern right whale. Me: I am keen to know a little
Recruiting Authentic Voices to Promote Passion for STEM in Schools Teachers have always used external
more about why you wanted to study
guest speakers and specialists in
science and such large mammals
the classroom to add value to STEM
using tech and to do it with drones.
subjects studied at school. Experts
Vanessa: It was something different
like Vanessa Pirotta are very keen to
and exciting. I saw the practicality
share their research with students of
and adaptability that drones had to
school age. Imagine if more young
offer for whale research. It means
people could listen to the STEM story
28 | EDUCATION TECHNOLOGY SOLUTIONS
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Reaching Dreadfully Unmotivated Students
•
Reach Students Who Can’t, Won’t, Don’t Do Homework
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Reaching Struggling Students
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Reaching Students with Microsoft and Google Tools
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Teenage Students: How To Reach Them So You Can Teach Them
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Four Hot Tech Tools That Enable You to Reach Every Student
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Leading Every Student from Mediocrity to Mastery
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Create Riveting Classroom Experiences
•
Deliver the Right Instruction to the Right Students at the Right Time
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Learn the Newest Active Learning Strategies
Keynote Speakers
Presented by:
Accreditation: Attending RESCON will
Best-selling author of 10 books on Flipped Learning, translated in 13 languages. Recipient of the Presidential Award for Excellence. Chairman and Chief Academic Officer, Flipped Learning Global, IL, USA.
One of the FLGI Top 40 Flipped Learning Leaders in Higher Education. Senior Lecturer, Monash University, Melbourne, Australia.
Emmy-winning broadcast journalist. Editor-in-Chief Flipped Learning Review. Co-author of the book, Flipped Learning 3.0. FLGI Director of Global Development, CA, USA.
Co-host of the popular podcast, Teacher’s Aid: Social Emotional Support for the Personal Challenges Teachers Face. Veteran teacher and primary school assistant principal, MD, USA.
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| COVER STORY
she weaves about drones that fly
for Babies, likes to talk to teachers
Sea Life Centre, Questacon – National
leaders at a Sharing Day #HPCSTEM
off a marine vessel out at sea over
about science principles that can
Science and Technology Centre;
on the 21st of May at UTS. Most of all,
whale pods to capture the spray (i.e.,
inspire learning in STEM. Other
and the Australian Museum and
we wish her well in her career as a
snot) each time they surface? The
organisations have excellent programs,
nuclear medicine experts at Charles
leader in STEM and at the international
photos Vanessa shares only add to the
like the Commonwealth Scientific
Sturt University.
FameLab finals later in the year. More
excitement of the possibilities for future
and Industrial Research Organisation
study in STEM.
(CSIRO) program STEM Professionals
snot please – we want healthy whales
willing experts in the STEM disciplines
is contact your nearest university or
Building Teams of HPC Coaches who use STEM Experts as a Hook
that are available to speak to students
check online for a STEM Ambassadors
In my current research in NSW
primary and high school teacher
in schools about their research.
Program near where you live, add
public schools designed to build
and is currently conducting a series
For example, at the University of
some key words into your search
middle-level leaders’ capacity and
of postdoctoral research studies
Technology Sydney (UTS), Dr Eva
engine and make the call.
confidence in STEM using the
in STEM education in Australian
High Possibility Classrooms (HPC)
schools – she also teaches in the
Most Australian universities have
Cheng, Deputy Director of Women
in Schools. It seems all you have to do
Rural and remote schools can also
in our oceans! n Jane Hunter PhD is a former
in Engineering and Information
videoconference in an expert from
framework, teachers are contacting
School of Education at the University
Technology in the School of Electrical
the field. The NSW Department of
STEM experts in local universities with
of Technology Sydney. You can catch
and Data Engineering, regularly works
Education’s popular Distance and Rural
great success and they are involving
Jane on Day 2 at EduTECH on the
with schools and has a team of young
Technologies (DART Connections)
parents/aunts/older siblings who are
main stage in K-12 Leaders and her
researchers who share their knowledge
program has for many years offered
proving more than willing to share
STEAM Masterclass is on the 6th of
of all matters engineering.
exciting connection to experts and
their STEM knowledge and expertise
June. Follow her on Twitter
STEM-focused institutions. For
in classrooms.
@janehunter01. Remember to also
Dr Chris Ferrie, a quantum physicist also at UTS and author of
example: the Reef HQ – the Great
In the meantime, Vanessa will
the popular series Quantum Physics
Barrier Reef Aquarium; the Alaska
be inspiring these same middle-level
30 | EDUCATION TECHNOLOGY SOLUTIONS
follow Vanessa Pirotta on Twitter @VanessaPirotta
educationtechnologysolutions.com.au
For classroom teachers ™
Friday 31 August 2018
| Melbourne Convention & Exhibition Centre
Literacy and numeracy are a main focus of the Gonski report The K-12 Digital Classroom Practice Conference will take it one step further by highlighting the very direct and contemporary link between digital technology and the teaching of literacy and numeracy. The K-12 Digital Classroom Practice Conference is one of the parallel conferences being run under the National Education Summit banner. The Education Show will be co-located at the venue and is the exhibition component of the event.
The conference theme is:
Teaching literacy | Teaching numeracy – with the support of digital technology This conference has selected as its keynote speaker and presenters a group of teachers highly skilled and experienced in using digital technology to support literacy and numeracy teaching programs. The conference program offers skills based sessions, so come prepared to roll your sleeves up to learn new transferable skills that will lift your literacy and numeracy teaching to even greater heights. The conference will be held in the Courtyard rooms at the MCEC on Friday 31 August 2018.
• Smart practical applications using digital technology • What tools are you going to use? • Embedding Literacy and Numeracy knowledge with digital technology across the curriculum Keynote Speaker
Anthony Speranza will present: How does technology empower the modern learner?
Australian Professional Standards for Teachers For all States and Territories: This conference addresses the following Australian Professional Standards for Teachers. 2.6.2 – Information and communication technology (ICT) 3.3.2 – Use teaching strategies 6.2.2 – Engage in professional learning and improve practice 2.1.2 – Content and teaching strategies of the teaching area (ICT) 3.4.2 – Select and use resources 4.5.2 – Use ICT safely, responsibly and ethically 6.3.2 – Engage with colleagues and improve practice In addition:
Costs Your Registration Fee includes; arrival tea/ coffee, morning tea, lunch, access to the Education Show (co-located at the same venue), certificate of attendance, access to keynote address and access to the breakout sessions of your choice. Early Bird (until 30 June 2018) AU $315.00 pp Standard (from 1 July 2018) AU $365.00 pp For more information about costs, program options and how to register go to: www.iwb.net.au/classroompractice
Attending the K-12 Digital Classroom Practice Conference will contribute 6 hours and 40 minutes of QTC Registered PD addressing 2.6.2; 3.3.2; 6.2.2 from the Australian Professional Standards for Teachers towards maintaining Proficient Teacher Accreditation in NSW.
| FEATURE
32 | EDUCATION TECHNOLOGY SOLUTIONS
educationtechnologysolutions.com.au
WHAT IS YOUR ONLINE PERSONA?
DIGITAL CITIZENSHIP FOR TEACHERS BY HELEN KARDIASMENOS
Engaging with Social Media is Important for Teachers
As teachers in 2018, it is more important
online behavioural guide – it also includes
wrote for the school newsletter. These
than ever to understand and model
the tools, skills, dispositions, attitudes
are all examples of your digital footprint.
effective digital citizenship and digital
and habits for using technology to live,
footprints not only for students, but as
learn and access digital resources.
sharing anything online. Ask yourself –
by the Career Builder (2017) group,
leaders in our profession, through an
Being a digital citizen in 2018 means
is that something you want your boss
who headhunt talent for prospective
authentic online persona. Three questions
being digitally fluent and knowing how
to see? Your students? Or your future
employers, indicates that 40–60 percent
spring to mind: 1) What does digital
to successfully navigate and understand
grandchildren? Remember, your digital
of recruiters scour LinkedIn and other
citizenship actually mean? 2) Why is a
the online world to create and maintain a
footprint is permanent and can never
social media tools when looking for
thoughtful digital footprint so important
timeless and healthy digital footprint.
really be deleted; it is accessible to
employees. Teachers need to ensure
anyone now and in the future. Adina
their digital footprint is positive and
Developing Your Understanding of a Digital Footprint
Sullivan, a K-12 technology integration
always professional. Other industries and
specialist, likens the digital footprint
professions actively populate employee
to a ‘digital tattoo’ and encourages
profiles using social media tools – they
Teachers and digital leaders in schools
users of technology to choose their
see this as integral to their core business.
Digital Citizenship for Teachers
need to understand the importance of
tattoo wisely, as removal is messy. As
It is a key part of professional reputation.
Digital citizenship is an umbrella term that
creating a digital footprint and actively
a teacher, you need to think carefully
covers all facets of life with technology.
work to develop, maintain and model
about the impact of your digital
to some degree, playing catch up in this
A more common understanding of
positive digital footprint behaviours
footprint on professional perception; it
regard. However, many teachers and
digital citizenship is the idea of providing
all of the time. A digital footprint is a
can impact:
digital leaders in schools have still not
guidelines for responsible and appropriate
‘mark or inscription’ that you leave in
• your online reputation
embraced the idea of creating a careful
behaviour when using technology.
the online world. These single marks
• your real-life reputation
digital footprint and how to use various
This can, for example, include: correct
or inscriptions combine to create
• your employment prospects
social media tools to do this in practice.
netiquette, development of an authentic
your personal digital reputation and
• your admission to school, university
In 2014, the University of Phoenix
digital footprint, watching out for cases of
write your personal digital history.
cyberbullying, technology access and the
Therefore, anything you do, upload,
digital divide, online safety and privacy,
create or publish online creates your
relationships with people in your
found that only 47 percent of teachers
copyright, plagiarism and the law as it
digital footprint. Think about that photo
network
used social media on a regular basis and
applies to the digital space. However,
of the family holiday you uploaded on
digital citizenship is more than just an
Facebook last year or the article you
for pedagogy, professional practice and reputation? and 3) How do citizenship and footprints in the digital space link to social media use?
educationtechnologysolutions.com.au
It is important to think before
or professional associations • your personal and professional
• the reputation of people in your network.
Some recent research conducted
The education sector in schools is,
College of Education surveyed 1,000 teachers about their social media use and
a staggering 80 percent felt untrained in how to use it for professional purposes. I
EDUCATION TECHNOLOGY SOLUTIONS | 33
| FEATURE
• One-Stop-All-You-Need-to-Know Guide to Twitter, via David Truss’ blog • 50 Ways to Use Twitter in the Classroom, via TeachHUB.
wields the power of Facebook to share with teachers various STEM activities. I follow all of these people to create and grow my community of practice through the exchange and free flow of ideas
The Digital Footprint as Teacher Professional Learning
and inspiration.
teachers, “We learn best by doing and
Teaching Students about their Digital Footprint
are better teachers by being able to
Leading and teaching through
draw on our own personal learning
example will better support students
experiences.” Using social media is
to understand the importance of
crucial for the professional development
their digital footprint and such
of teachers. It supports the exploration
acknowledgement works to develop
of ideas and learning alongside other
their skills for building a positive digital
innovative and creative people from
footprint. Will Richardson, writer and
around the world – and it can be done
edublogger, asserts that teachers need
without ever leaving home or school.
to model their own use of connections
There is a saying known to many
Teachers are digital leaders who
and networks. His research indicates
continuously build connections beyond
that by the age of two, 90 percent of
their current experiences, but they must
students have a digital footprint. Are
manage their digital footprints as part
parents culpable here? The students
of their regular routine as professional
educated in schools grow savvier about
suggest this figure would not have grown
Wheeler, from the US, describes the
educators. This is done through
the world as they progress through their
a great deal, even in 2018.
way online personas work, “On LinkedIn
development of a Personal Learning
schooling. However, they need guidance
A successful teacher and school
for example, I manage a professional
Network (PLN) and participation in
on a regular basis.
leader should be using social media daily
version of my online persona which
communities of practice. A PLN is an
There is a plethora of good social
and modelling how to use such tools for
evaporates when I am on Facebook. On
informal learning network that consists
media resources available, including the
students and colleagues. In fact, using
Twitter it can be a mixture… each tool
of people you can interact with, connect
brilliant Common Sense Media guides.
these tools can be as easy as following
has its own particular set of affordances
with and learn from online. These people
If you have not developed your digital
what I refer to as the five Ps for creating
which enable or constrain particular
are not always in your physical realm.
footprint, do not have a Twitter account
and monitoring a digital footprint:
ways of using it. However, although
Steve Wheeler, who uses the
1. Product: make your social media
these tools are different they have a
handle @timbuckteeth, uses Twitter
breathe – then take the first digital leap.
common purpose.”
to “learn something new every day”.
Step one is to set up an account using
A good way to start to plan this
Other teachers use social media to
a social media tool you like and start
across social media tools.
step into social media is by thinking
share resources or as doorways to
posting. It is a learning experience that
2. Positive: make sure your online
of LinkedIn as solely a professional
their classrooms; they take the idea
develops pedagogy and professional
profile contains positive information
tool targeting recruiters and other
of an open classroom to the global
practice. It is guaranteed to open up a
about you and your practice.
professionals. It is like a dynamic
level. Clearances from parents about
whole new world of ideas, professional
3. Presence: keep on top of your digital
resume. Twitter is more of a professional
photographing students must be adhered
resources and global connections. And,
footprint through filters and alerts.
networking tool for developing knowledge
to – but often you do not even need to
it is only just a few clicks away. n
networks, resources and professional
take photos of students in full view to
active presence on social media and
learning communities. Facebook is
give other teachers a glimpse into what
create profiles on Twitter, Google+
a personal social media tool. There
they are doing.
and LinkedIn.
are scores of online resources which
profile a professional product which is consistent across platforms and
4. Proactive: make sure you have an
Such open classrooms contribute
yet or are afraid to embrace LinkedIn,
Helen Kardiasmenos is a primary school teacher and digital leader in Sydney. In 2017, she participated in
detail effective ways of applying these
to and grow the teaching profession. For
High Possibility Classrooms research
secure, including passwords and
tools to develop your personal digital
example, Jackie Spencer (@JackieFSpen),
with Dr Jane Hunter from the University
family facts.
footprint and how to use this in your
Tara Cooke (@TaraCooke26) and Helen
of Technology Sydney. Helen is studying
classroom, including:
Stower (@HelenStower1) are teachers
a Master of Education at Charles Sturt
• Dipping Into Social Media in the
who openly share their classrooms
University and has worked as a distance
through tweets or posts – they post
educator with Swinburne University as
about student engagement in hands-on
an E-Learning Advisor. She writes the
activities, research or lesson ideas in
quarterly SMORE publication Towering
STEM/STEAM or digital citizenship.
Technology. Follow Helen on Twitter
Similarly, ‘momgineer’ Meredith Anderson
@helenkardia
5. Privacy: keep your personal details
The five Ps function as a guide for developing your digital footprint. The trick is understanding the strength and purpose of each social media tool and targeting your approach to that asset and purpose. Digital scholar, Steven
34 | EDUCATION TECHNOLOGY SOLUTIONS
Classroom, via EdSurge • Guide to Using Twitter in Your Teaching Practice, via KQED • Twitter For Teachers, via Scholastic Instructor
educationtechnologysolutions.com.au
|
Twin Waters Resort
|
Sunshine Coast
“ride the crest of a wave” with educational digital technology for school leaders and teachers (K-12)
Mentor and coach staff at all levels as they strive to offer the highest quality programs in: • Teaching literacy supported by digital technology • Teaching numeracy supported by digital technology • Teaching students with disabilities supported by digital technology
Tightly focussed professional learning around real, current themes for schools
Expert Keynote Speakers
Keynote 1: Professor Kathryn Moyle Leading digital learning
Keynote 2: Dr Jon Callow
Keynote 3: Dan Haesler
Expanding our understanding of literacy using multimodal and digital texts
Leading change
Twin Waters Resort 8 minutes from Sunshine Coast Airport Accommodation from $159 per night
Spotlight Presenters
Eddie Woo
Christine Roberts-Yates
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Find out More and Register @ www.iwb.net.au Email: team@iwb.net.au Call: +612 4647 0783
Mark Burgess
Tamara Sullivan Ormiston College Students
Twin Waters Resort - Sunshine Coast, August 2018
Thursday 16, Friday 17 and Saturday 18 August 2018
gram o r P - New e u n e New V
| OFFICE SPACE
36 | EDUCATION TECHNOLOGY SOLUTIONS
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THE CHALLENGES OF TIMETABLING PART-TIME STAFF Part-time staff may be seen as an obstacle; difficult and time consuming to accommodate effectively within the timetable. This is largely a falsehood. By rethinking the problem and identifying innovative solutions, part-time staff can be an asset. BY CHRIS COOPER
Myths of Part-time Staff Part-time staff:
• loads are reduced, allowing flexible staffing arrangements.
assist or mentor those in schools to do better in scheduling.
• make the ‘job’ of timetabling much harder, time consuming and stressful
Reasons for Difficulties in Flexible Work Scheduling
3. Poor technology
1. Lack of good training
have some key features which make
There are no formal accreditations
accommodating part-timers’ needs far
quality and are disruptive to
for timetabling, nor are there any
more effective and easier.
students
timetabling conferences. From a
• may not keep up with department meetings (knowledge) on days off.
Benefits of Part-time Staff
Department of Education perspective,
4. Legacy of process
there are no benchmarks on
There is often an ‘it has always been
timetabling metrics, nor an external
done that way’ mentality. Schools
review process.
are change averse; it is difficult to adopt new software or processes.
Part-time staff: • with reduced loads, can be easier to schedule at times • are often experienced, unlike newly qualified teachers • have more time for lesson prep in
2. Lack of rotation
Some timetablers might also benefit
Most timetablers learn with a handover
from training in how to communicate
from previous staff who have worked
effectively, even if they are very good at
in the same school for several years or
the technical aspects of their job.
moved from just one or two schools in their career. Lack of exposure to
5. Lack of oversight
different timetabling environments
Internally
may cover activities such as
breeds lethargy and isolation from
Timetablers often do an amazing job,
class excursions on their days
innovation. Educational consultants
but not always. Regardless of efficacy,
off, providing a slightly dynamic
who timetable professionally may do
they often work in isolation, away
on-demand workforce
many timetables every year and can
from the disruption of school. They
time off, unlike stressed full-time staff • can sometimes be flexible and
educationtechnologysolutions.com.au
Legacy timetabling software does not
classes, which degrade teaching
• cause higher numbers of shared
EDUCATION TECHNOLOGY SOLUTIONS | 37
| OFFICE SPACE
Consider timetable audits – consultants review the school’s timetable independently, for health check comments, or detailed reporting. Best practice timetabling includes periodic review. 38 | EDUCATION TECHNOLOGY SOLUTIONS
deliver a complex solution, which
Solutions
few can challenge. When asked why
1. Examine staff loading/days off
part-timers could not get their days
Often, schools work to teaching loads
off, the answer may be ‘because of
when timetabling, instead of total
the timetable’. When asked why the
loads that make other activities and
timetable is not that great, the answer
allowances more visible within the
can often be ‘because of the part-
timetable. Sometimes the calculation
timers’. Vague answers are sometimes
of teaching time is outdated. It
accepted by schools, as they have no
may be time to review employment
way to challenge them effectively.
agreements. What is the agreement for staff in minutes per week? What
Externally
activities does this cover? What are the
A good solution is to have the
full-time equivalent values and have
timetable audited by a third-party
they been rounded?
company. This can praise success, show some areas of concern, or
Fixed days off staff
demonstrate possible improvements.
Some staff need specific days off. It is
Importantly, they can debunk myths
easy to see this as a fixed requirement.
such as ‘it can’t be done’ by just
Schools neglect to periodically review
doing it.
the restrictions they have placed in
educationtechnologysolutions.com.au
aspects of the timetable. It can be
Late start/early finish
may be able to be scheduled
inefficient, as there may actually be
Return-to-work mothers may need
to last period and then take a
thousands of different combinations
to start late or leave early. Schools
second period immediately after
of days off for all staff and it is hard
do not like to accommodate such
to identify the best arrangement.
requests, but this may alienate good
school that same day. • Consider external support from
teachers. There is a big difference
professional consultants like
helps. Timetables can be done
from a requirement that stipulates a
Edval or Mist – collaborative
without periods assigned initially.
teacher MUST always have first or
scheduling, construction services
Then, classes and staffing can be
last period off versus a preference
and timetabler-in-residence help
adjusted when it is known all (or
to be free.
schools to get better trained,
Modern timetabling software
most) part-timers can have their
experienced staff, without paying
or even periods are ‘allocated’. The
Option Blocks with Parttime Staff
result can be a higher likelihood that
Option blocks are usually done
consultants review the school’s
part-time staff get their days off.
separately to the timetable. Many do
timetable independently, for
not see option blocks as part of the
health check comments,
Preferred days off
timetabling process, but they should
or detailed reporting. Best
Some part-time staff are told
ideally be done in context of a whole
practice timetabling includes
by schools that their requests
school draft timetable, before signing
periodic review.
for specific days off cannot be
off. If not, schools end up with great
accommodated. This may cause the
blocks they cannot staff, schedule, or
Summary
school to lose their staff member,
that do not work with part-timers.
For years, timetabling has been an
days off accommodated, before days
or degrade morale, and in turn their
The management of part-time
for training or replacement. • Consider timetable audits –
administrative task. Some timetablers
their timetable to quantify impact
teaching effectiveness. More modern
staff on senior option block classes
are dedicated, but many schools
and understand their resources
software allows consideration
is not a major problem, provided
suffer from tools that have been
better. Because ‘it’s always been
of preferred days off; they do
they are known at the outset and
surpassed long ago in timetable
like that’ is never a suitable reason!
not restrict the timetable much,
planned for when generating blocks.
technology innovation. Meanwhile,
Good timetablers have a deep
but do help to ensure it probably
Good timetabling software caters
curriculums are becoming
understanding of needs.
works better for the part-time
to staffing options, so they can be
more complex.
staff involved.
timetabled in draft, regardless of not
If staff are asked to change
knowing actual staffing.
days off, they may object; a better
To better support flexible working, schools should manage the
approach may be to gently ask
Two half days
the reason for a specific day and
Sometimes schools see days off as
Getting Creative
They have some impact, but better
suggest alternatives, such as two
a binary choice; they can be either
Not all timetablers know their options
timetabling software support helps a
mornings off.
given or not. It may have the part-timer
and not all schools allow creative
lot. Rethink the amazing opportunity
working nearly full-time hours, but with
options to work. However, there are
to access a rich, quality workforce
Flexible days off
many gaps in their timetable. Good
some solutions:
and welcome part-time staff back
A common waste of flexibility in
timetabling software automatically
• Organise a job share – replace a
into the workforce, as they remain
scheduling part-time staff is to treat
allocates part-timers with half days off
departing full-time staff member
an asset and not an obstacle to a
them all as having fixed days off.
where possible. By better managing all
with a part-timer that job shares
school’s success. n
Legacy timetabling software does
teachers’ daily work activities, they are
with another.
not have the features to auto-allocate
happier, refreshed, prepared and able
days off as best needed by other
to do their job as intended!
educationtechnologysolutions.com.au
perceived difficulty in part-time staff.
• Run some classes after school – a part-timer on a senior block
Chris Cooper is Director of Operations at Edval Timetables.
EDUCATION TECHNOLOGY SOLUTIONS | 39
| NEXT STEP
40 | EDUCATION TECHNOLOGY SOLUTIONS
educationtechnologysolutions.com.au
WHY ACCESSIBLE EDUCATION NEEDS TO BE MORE THAN A TICK-BOX EXERCISE BY PROFESSOR SHELLEY KINASH & AKSHAY SAHAY
What image comes to mind when
example, closed captioning now
electronic to the metaphor, means
universally designed desk or kitchen
you hear the word accessibility?
means that deaf students can access
that the equivalent phenomenon is
bench, can be easily lowered for
Most likely, it is the wheelchair sign.
videoed content. However, emergent
taking place online and/or in the digital
someone in a wheelchair and raised
This means that there are larger sized
technologies have also introduced
sphere. So, for example, even though
for a tall person with back problems.
parking spaces, which are closer
new complexities. For example,
screen-reading and dictation software
Applied to learning, UDL means
to entrances, so that people can
graphic design has introduced images,
were designed for blind people, we
that with some forward-planning,
park accommodating vehicles and
fonts, colours and layouts faster than
have a colleague with a shoulder injury
accessibility does not need to be
reasonably access public places.
screen-reading technologies can adjust
who is using it until she can once again
costly, cumbersome or stigmatising. In
to translate into spoken text that blind
use her arms to type. There are a lot of
other words, by planning education that
students can access.
drivers (without disabling conditions)
accommodates the needs and wants of
who are now using the same type of
diverse learners, most of the students will benefit.
The physical dimension of educational accessibility means that students are able to make their ways
Education technology has had
to the door and through that door and
such far-reaching consequences for
technology, to speak their texts rather
then move about within the room.
accessibility that it has earned its
than diverting their attention to their
Sometimes inaccessibility is at this
own metaphor – electronic curb-cuts.
screens and moving their hands from
Multiple means of:
physical level, whereby there is no
Admittedly, the metaphor was coined
the wheel.
• Representation
ramp to get to the door, the doorway is
in North America, so some explanation
too small to allow a wheelchair through
is required. Curb-cut refers to the raised lip between the footpath and
Universal Design for Learning (UDL)
• Expression.
and/or there is a tiered lecture theatre whereby a student has to stay down
the bitumen. They are seen most
The metaphor of electronic curb-cuts
educator’s teaching. Online, this
at the platform with the lecturer, rather
often next to shops and other public
has become the metaphorical image
means that the teacher presents the
than up in the seats with student peers.
places such as hospitals. They were
for universal design for learning.
same materials in multiple ways. For
initially designed for wheelchair users,
The concept of universal design
example, the educator might post
much further than the physical sense.
but are used far more frequently by
came first (in architecture), and was
a podcast lecture, an explanatory
The advance of technology has levelled
parents pushing prams or trollies
applied to learning later. Our stand-up
video showing the concept in
the playing field in some cases. For
and by people on pushbikes. Adding
desks result from universal design. A
context, the transcripts of that
Educational accessibility goes
There are three UDL propositions –
• Engagement Representation stands for the
| NEXT STEP
reasons, but these need to be shared
their learning or, in other words,
terms and a practice test that gives
motivation. UDL recognises that
with the students. It has long been
assessment. We have all seen the
students immediate and specific
diverse students are motivated by
recognised that assessment is the
cartoon about the ridiculous notion
feedback on their learning. Not only
different factors and in different ways,
key motivating factor in education. Is
of grading a fish on its ability to ride
does this mean that blind and deaf
and that the same student needs to be
it on the test? How many marks is it
a pushbike. Yet, how often do we do
students can access the materials,
engaged differently at various stages
worth? In diverse classrooms, there
this in education? Multiple means
but it also means that students
of schooling or within the degree. For
are also those who engage for the
of expression means that we are
with learning disabilities can revisit
example, one of the perceived failings
love of learning. Multiple means of
explicit about the expectations and
the concepts in multiple formats,
of secondary and higher education
engagement reminds us that people are
guidelines and then allow the students
and students from non-English
is that educators are rarely explicit
motivated in different ways, and that
to create and present in the way that
speaking backgrounds can see the
about the connection to employability.
we need to find lots of creative ways to
they choose, and hopefully that best
terminology in print so that they can
Why does the psychology curriculum
invite and sustain participation.
represents their learning.
double-check what they thought they
focus on theories, theorists and
heard and increase their disciplinebased vocabulary.
lecture and video, a glossary of key
42 | EDUCATION TECHNOLOGY SOLUTIONS
Engagement is a synonym for
Expression stands for what the
There are now many case
statistics when the student enrolled
students create as part of the learning
studies and good practice guides
to be a counsellor? There are valid
experience and/or to demonstrate
that feature ideas and strategies
educationtechnologysolutions.com.au
disabling conditions. Education
7.6 billion people in the world and
University graduates with disabling
institutions are much better at
approximately 7 percent have a
conditions (as compared to adults with
physical accessibility than digital/
university degree. Approximately one
disabling conditions who do not have a
online accessibility. Furthermore,
billion of our total population has
university degree) are far less likely to
support services are usually provided
some type of disabling condition. As
be impoverished, lonely and to develop
face-to-face and therefore do not
compared to the general population,
mental health conditions.
accommodate online/external students.
people with disabling conditions, overall,
There are many instances in which
have far less years of schooling, are
is not optional in education is that the
educators do not comply with the
much less likely to have graduated Year
law requires it. Under the Australian
institution’s own guidelines.
12, are very unlikely to have enrolled in
Government, the Disability Standards
higher education, and even less likely
for Education (2005) require that
Reasons why education needs to be authentically accessible
to have graduated. They are far more
students with disabling conditions can
likely to live in poverty and require
access and participate in education
social assistance. People with physical
on the same basis as other students.
The first reason why schools and
or cognitive impairments are far more
The onus of responsibility is on the
universities need to be accessible is
likely to be lonely and to develop mental
educational institutions to provide
that when an improvement is made to
health conditions.
admission, participation and use of
learning and teaching for one or two
One of the major underlying
The third reason why accessibility
facilities and services. The Higher
students with disabling conditions,
reasons for the education/opportunity
Education Standards Framework (HESF)
the change almost always makes it
gap is that education is inaccessible.
requires that education creates equivalent
better for most of the students. One
An extreme negative end of the
opportunities for academic success.
year, a teacher we knew had a hearing
accessibility continuum is that many
Institutions are required to monitor
impaired student in her class. To
schools and universities find reasons
participation and success of identified
accommodate the student, the teacher
to deny enrolment to students with
groups and to make improvements and
used a microphone, speaker and FM
disabling conditions. Claimed barriers
support accordingly.
system. The next year, the student
include physical access restrictions
went on to the next class and the initial
(e.g. no ramps), too many students
that accessibility, universal design
teacher stopped using the accessibility
and not enough teaching staff and/or
for learning and accessibility are
technology. The children who had
prohibitive fees.
most powerful when considered as a
In closing, it is essential to recognise
value-add and a strength, as opposed
visited her classroom the year before
When students are admitted,
and were now in her class asked her
they are often excluded, socially and
to obligation and burden. We close
to start using it again – we like it so
educationally. For example, children
this article with a passage from our
much better when the teacher is easier
with disabling conditions are often
University’s Disability Action Plan in a
to hear.
seen playing alone or with a paid adult,
section titled, Strength in Diversity.
In higher education, an educator in
because schools do not make the effort
An inclusive, diverse institution is
online learning changed the font and the
to support their social acceptance,
a strong and flexible one. Rising to the
contrast for a student with low vision
appreciation and inclusion. Many children
challenge of creating an equitable and
and started posting the full transcripts
and adults with disabling conditions are
accessible environment is to lead by
from his recorded lectures for a deaf
taught separately and/or with different
example, to drive innovation, to empower
student. The educator received a
curriculum and experiences than students
and to inspire. Ultimately, it leads us
to implement accessibility and
flood of emails from many members
without such conditions. When they are
towards achieving the best possible
scale-it-up so that other students
of the class thanking him for making
taught together, educational activities
outcomes for our staff, students and
benefit, through universal design
the changes. He noted that many of
and materials are often prohibitive. For
communities. n
for learning. Furthermore, the W3C
these thanks came from students from
example, even with today’s technology,
Web Accessibility Initiative features
non-English speaking backgrounds.
blind students usually receive Braille
‘practical tips anyone can use.’
International student education is
versions of university course-texts half
Director, Advancement of Learning
Australia’s third-highest export industry
way through the semester.
and Teaching at the University of
However, even with these
Professor Shelley Kinash is the
standards, educational accessibility
and many research studies show that
The travesty of exclusion is that
is still mostly a tick-box exercise.
educators who apply UDL, better meet
education is a social process designed
True impact for those with disabling
the needs of these learners.
to add value and thus opportunities
and Electronics Engineer registered
Southern Queensland. Akshay Sahay is an Electrical
for individuals and societies. When
with Engineers Australia. He is a
In Australia, students with disabling
and universities need to be accessible
education is designed to work for all
Senior Technical Officer in Assistive
conditions have lower success rates
is that education has the power to
students, regardless of whether or
Technologies and an Academic
and are much more likely to drop-out
change lives for students with disabling
not they have a disabling condition,
in Engineering at the University of
of university than students without
conditions. There are approximately
the outcomes level the playing field.
Southern Queensland.
conditions has not been achieved.
educationtechnologysolutions.com.au
The second reason why schools
EDUCATION TECHNOLOGY SOLUTIONS | 43
| LET’S TALK PEDAGOGY
44 | EDUCATION TECHNOLOGY SOLUTIONS
educationtechnologysolutions.com.au
THE DIFFERENCE BETWEEN STEM AND MAKER EDUCATION BY LEAH LEVY
Adding the A to STEM with Maker Education
New York, added, “STEAM opens up
with the term Science, Technology, Engineering and Mathematics (STEM).
“It’s room for artistic expression
way that this manifested for Singh was
But what about STEAM? STEAM is
and student ownership,” said Patrick
in doing marketing for his school’s
STEM + the Arts. By adding the arts,
Benfield, STEAM and makerspace
robotics teams. The students had to
teachers create an essential tool for
director at St. Gabriel’s School in Austin,
come up with a slogan and poster.
attracting students who otherwise
Texas. “With STEAM, it’s the sense that
would have found more traditional
these things aren’t siloed. It’s all mixed
specialist at George Washington
STEM education inaccessible.
together in different proportions. That’s
Carver Middle School in Tulsa,
To integrate arts into STEM, the
how the world is – it’s complex.”
Oklahoma, integrating maker
Chances are, you are already familiar
educators we interviewed are finding success with maker education.
educationtechnologysolutions.com.au
Paul Singh, a fifth-grade teacher at the Kensico School in Valhalla,
a whole new level of creativity.” One
For Kristi Merchant, library media
education and STEAM means allowing for greater student choice.
EDUCATION TECHNOLOGY SOLUTIONS | 45
| LET’S TALK PEDAGOGY
BY ADDING THE ARTS, TEACHERS CREATE AN ESSENTIAL TOOL FOR ATTRACTING STUDENTS WHO OTHERWISE WOULD HAVE FOUND MORE TRADITIONAL STEM EDUCATION INACCESSIBLE.
It works the other way too. “You
Institute’s [program] on the history of
have those kids that are artistically
photography and we learned how they
inclined anyway,” Merchant said. “So
first started making prints. The movie
you give them this little in to STEM
Miss Peregrine’s Home for Peculiar
and they love it. If you told them they
Children had just come out, and the
had to read a regular book they would
author collects strange and unusual
protest, but with a graphic book they
photos to use as characters for his
love it. The same philosophy applies to
books. So we’re going to make the
makerspace activities.”
Peculiar Children of Carver, and we’re
Merchant finds that the art that
going to use the apps on the iPad to edit the photographs.”
For instance, when she is working
sends these students down to the
comes so naturally through maker
directly with the art teacher, building
library makerspace so that they can
projects helps her and her teachers
in a STEM element can make the arts
do their painting digitally. In this way,
come up with richer projects to help
STEAM: in Merchant’s makerspace,
more accessible to students who are
making helps STEM-focused students
promote STEM learning. “This past
students will find themselves inspired
computer minded. The art teacher
unlock their artistic sides.
year, I got to attend the Oklahoma Art
by art, they will get to take photos and
46 | EDUCATION TECHNOLOGY SOLUTIONS
Here you have a great example of
educationtechnologysolutions.com.au
a different angle: he had them make
motors, electronics as a means to
recycling robots. “Now they have
develop those dispositions and [as
a little campus that represents our
a means of] empowerment so that
school and they have to move those
when we’re working with something
things that represent recyclables to a
high-tech, it’s not magic – it’s a
recycling depot,” Singh said. “I give
piece of technology they understand.
them the training they need to solve
That transfers to everything else they
the problem, and then it’s up to them
interact with.” n
to design, build and market their robot – with a team name and slogan.” In this way, STEAM allows Singh
Leah Anne Levy is an author, journalist, editor and former educator
to frame his STEM projects in a more
living in Austin, TX. As the former
practical, real-world setting, so that
Managing Editor of a major education
students are not only developing the
website, she continues to cover
STEM skills they need, but they are
education, marketing, tech and
also doing so in a way that will be
the lifestyle sector for numerous
write stories about them, and then they
lines and colours, students drew the
applicable to and integrated with the
publications and corporations
will also use iPad technology to edit
book’s characters so they could retell
needs of the real world.
through her company, Just
the photographs, thereby getting to
the story. “The art and design piece
Regardless of whether or not a
practise the T and the E in STEM.
came from what they were reading,”
teacher takes a project in a STEAM
Benfield said, “but they were using
direction, maker education is about
first book, a middle grade fantasy/
What STEAM Looks Like in Maker Classrooms
these elements of computer science,
a design mentality. “We’re looking
humour novel titled The School for
persisting, and trial and error –
closely at things, exploring the
the Intolerably Strange.
1. Line Drawing Robots and
failing, but with low-risk stakes.”
complexity of systems, lifting the
Charlotte’s Web
2. LEGO Robot Recyclers
veil on how things work – things we
in teaching program teamed up with
One of Benfield’s favourite
Singh started with a more traditional
use, the spaces we’re in, people,
Leah to create “The Guide to Maker
experiences was a project he did
STEM project – LEGO robotics. He
the environment – so that they
Education.”
with a third-grade teacher whose
created a competition where students
understand it better,” Benfield said.
students were reading Charlotte’s
built robots and competed to make
“Then they can do something about
Rossier’s program online master’s
Web. Using robots called Ozobots,
the strongest ones. Then he had his
it, personalise it, make it more
in teaching program at
which can be programmed to draw
students approach the project from
beautiful. We’ll work with LEDs,
www.rossieronline.usc.edu
educationtechnologysolutions.com.au
Start Storytelling. She is currently shopping her
USC Rossier’s Masters of Arts
For more information, visit USC
EDUCATION TECHNOLOGY SOLUTIONS | 47
| PROFESSIONAL DEVELOPMENT
Consider the progress of another student. This student could spend each year exposed to technology and would have the rewards associated with technologyenhanced learning.
48 | EDUCATION TECHNOLOGY SOLUTIONS
educationtechnologysolutions.com.au
THE NEED FOR CONSISTENCY IN TECHNOLOGY-ENHANCED LEARNING BY PETER WEST
Technology used to enhance learning
Students need to be prepared for our
In some cases, the use of computers
modern world. Academic success is
and technology-enhanced learning
vital, but a knowledge of technology
is still not consistent across
and how to use it is also vital. Other
classes in the same school, let
things are also very important in
alone consistent across schools.
schools; things such as learning
Yet our students cannot afford an
some social skills, collaboration,
inconsistent approach.
fitness and being part of a sporting
three classes in a year level, as
activities and so on are also very
represented in the diagram on the
important. However, they are things
left. Imagine that some teachers have
schools have been doing for a long
embraced technology to enhance
time and are often better integrated into
learning, while others find the change
traditional classrooms.
more difficult and thus use it sparingly.
The growth of Science,
Technology not used/used sparingly
educationtechnologysolutions.com.au
Consider a primary school with
team, music and other co-curricular
Consider the possible progress of an
Technology, Engineering, the Arts
individual student over the six years
and Mathematics (STEAM) and more
represented. This is shown by the
technology in the classroom has
red line. The student could complete
added to a sometimes heterogeneous
six years of education with minimal
educational technology environment.
contact with technology.
EDUCATION TECHNOLOGY SOLUTIONS | 49
| PROFESSIONAL DEVELOPMENT
These are two students in the same
Once we get each school ‘right’,
school, yet their experiences vary greatly.
perhaps we can work on getting all
This would be very difficult to explain
schools right, where every student in
to a parent. We are striving for equity in
every school in Australia has equal
education in all areas, yet clearly some
access to the core technology to
students may be disadvantaged.
enhance learning. Is this idealistic? Yes. Is it difficult? Yes. Is it possible?
The Solution?
Yes. Well-planned and well-
Obviously, this is a simplification and
implemented whole-school change
it illustrates two extremes. Do we have
is necessary. It is not a luxury that
equity in all other areas? Probably
should be placed in the too difficult
not. However, it does highlight a
category. Our students deserve this
significant problem.
and more! n
So, what can be done? Obviously, we all need to be working to a useful
Peter West is Director of
implementation of the National
eLearning at Saint Stephen’s College
Curriculum. We also need to ensure
in Australia. He has over 15 years’
there is sufficient professional
experience leading K12 schools in
development for teachers, sufficient
technology-enhanced education,
support for them in implementing
particularly blended learning using
change successfully in the classroom
online learning environments. He can
and sufficient resources to make this
be reached at pwest@ssc.qld.edu.au
all possible.
50 | EDUCATION TECHNOLOGY SOLUTIONS
educationtechnologysolutions.com.au
| FEATURE
AUSTRALIAN SCHOOLS ALREADY FOCUSED ON THE
FUTURE! BY SUE BEVERIDGE
Across Australia, there are many schools and teachers demonstrating outstanding leadership and practices who should be celebrated for their expertise. Identifying these practices and effectively sharing that knowledge is a significant strategy to evolve education.
52 | EDUCATION TECHNOLOGY SOLUTIONS
educationtechnologysolutions.com.au
Recently, teachers from across
quality using business entrepreneur
Australia joined the SMART Australia
practices. Primary students have
and New Zealand (ANZ) team for a
iPads and the latest SMART Boards
two-day training event hosted by
in their learning spaces. The college
Sheldon College in Queensland,
also uses Seesaw to communicate
awarded as one of the most
with parents and to share
innovative schools in Australia in
classroom practices and students’
2017. The college is an outstanding
learning outcomes.
example of careful implementation of
As part of the training days,
technology for learning and innovative
participants were taken on a tour
practices. It has over 1,400 students,
of the college and provided with a
including an Early Learning Centre
demonstration of how virtual reality is
and the LINQ Precinct where students
used as a way for students to create
learn, in industry standard contexts
a range of immersive experiences,
of manufacturing, robotics and
such as the virtual museum which
3D printing, the ability to create
features their learning pathway
digital media products at broadcast
through the college.
educationtechnologysolutions.com.au
EDUCATION TECHNOLOGY SOLUTIONS | 53
| FEATURE
assessment. All the participants were
learning outcomes using the SMART
linking the learning ecosystem in their
the latest and greatest from SMART,
outstanding, but two teachers from the
Learning Suite Online.
classrooms to be able to effectively
as well as undertaking detailed training
college, Anita Fitzpatrick and Rebecca
for each of the SMART technologies.
Woolnough, described differentiating
a digital pedagogy coach within the
They were given a global picture
learning and using classroom software
college, she has found the mobility of
was able to assess her students’
of education trends, illustrations of
applications that enabled them to
the SMART Learning Suite Online an
understanding of digital and analogue
effective use of SMART technologies
continuously diagnose their students’
enabling tool for working within and
time and immediately group them
and technical training to understand all
learning needs and progress. They
across classes. She was able to walk
accordingly. Once she had grouped the
the products and services.
provided a detailed presentation of how
into any classroom and share her units
students, she was able to differentiate
they had differentiated the curriculum
of work with any teacher. A unit of work
the curriculum for them and push
teachers and university lecturers were
immediately in response to assessing
that she had developed on the subject
different activities to their iPads, which
asked to provide a demonstration of
student understanding, and how
of time for her students illustrated
were appropriate for their learning
using SMART technologies for their
they had seen dramatically improved
to her the benefits of the software in
needs. She evaluated the capability
The participants were shown all
As part of their training, the
54 | EDUCATION TECHNOLOGY SOLUTIONS
Rebecca demonstrated how, as
differentiate the curriculum. Using SMART Response, Rebecca
educationtechnologysolutions.com.au
them or added them to their own
Finally, informing parents of the
sentences, thereby quickly learning
work the students were doing in a
from each other.
pen and paper world would have also
They had three rotations of this process and Anita said the
taken far more time. These examples of highly effective
improvements in their syntax and
teaching practice illustrate a focus
semantic choices were immediately
on achievement through learning
visible. Using the screenshot function
growth for all students, tailored
of their iPads, the students then sent
teaching based on ongoing formative
their narrative orientations using their
assessment and feedback enabling
Seesaw accounts and shared this work
students to progress to higher levels
with their parents.
of achievement whilst engaging
During this group activity, Anita was able to mentor teams, assist
parents in their children’s learning. Sheldon College has created
with clarification of word meanings
the conditions and culture that
and view the rapid development of
give teachers time to collaborate
students’ writing. The speed and
so they better understand how
efficiency with which this occurred
their students are performing and
was surprising. In a pen and paper
to design together the best way to
world the same activity would have
support student learning. Teachers
taken weeks. The students would have
have time to mentor other teachers
laboriously written sentences that
and to provide effective feedback to
of the software and the speed in
fun piece of digital content to share on
she would have had to correct most
students and parents. With schools
which she could gather data about
her SMART Board, where story titles
probably at home and then return for
like these, Australian students’ futures
her students’ understanding of these
could be generated. She organised her
them to rewrite and improve. The time
look bright!
concepts as transforming. In terms of
students into small groups using the
between the assessment and the set
the SAMR model, the SMART Learning
SMART Class Lab software to push
task often disconnected the learner
Suite Online enabled her to transform
content to their iPads. The students
from the learning purpose. Anita would
Education Advisor at SMART
her practice.
Sue Beveridge is an ANZ
worked in three teams, enhancing the
also have been the single source for
Technologies, a leading provider of
Anita Fitzpatrick described her
quality of their narrative orientations.
the editing. However, with the digital
technology solutions that enable
lesson sequence in the following way.
As they shared these to the SMART
task, all students were reading the
inspired collaboration in schools
She wanted her students to improve
Board, the three teams could
sentences and collaborating to improve
and workplaces around the world
their introductions in their narrative
transparently see how the other teams
the work, thereby understanding how
by turning group work into a
writing. She used the following process
were using more complex, accurate,
descriptive words were making their
highly interactive, engaging and
with amazing results. Anita found a
descriptive words and quickly applied
introductions richer.
productive experience.
educationtechnologysolutions.com.au
EDUCATION TECHNOLOGY SOLUTIONS | 55
| TEACHING TOOLS
56 | EDUCATION TECHNOLOGY SOLUTIONS
educationtechnologysolutions.com.au
CREATING POWERFUL
LEARNING IN MATHEMATICS
T-Rex Meets R2D2 – Using Research and Digital Technology to Create Change in Mathematics and STEM
BY LORA BANCE AND KEITH ROBERTS
Mathematics is an essential building block of Science, Technology, Engineering and Mathematics (STEM) literacy. To support student participation and develop positive mathematics identity, the three aspects of learning in mathematics outlined below (exploring problems together, visualizing thinking and using spatial reasoning) can be enhanced by harnessing the affordances of technology in the classroom. The enduring outcome of STEM education is the students’ ability to discover, create and use foundational knowledge in STEM in real life. Quality teaching and learning experiences in STEM education are founded in meaningful real-world challenges, informed by
educationtechnologysolutions.com.au
EDUCATION TECHNOLOGY SOLUTIONS | 57
| TEACHING TOOLS
a global perspective, and integrated
to develop STEM literacy, students
should be able to provide visual proof
within community and culture.
should participate in investigations
of their thinking through ideas of
that are discussed together in
make, say, do and write, including
through experiences in solving
order to strengthen ideas. For
drawing, modelling and explaining
sufficiently challenging problems,
this to happen, students need to
(Boaler, 2015). Participating in problem
using hands-on learning strategies
experience mathematics in groups and
solving and improving mathematical
for exploring, and with opportunity to
mathematics through problem-solving.
thinking is more than manipulating
share thinking. When designing and
STEM involves rigorous understanding
abstract symbols systems; it requires
delivering lessons in mathematics,
along with collaboration to reach that
sensory-motor action using patterning,
it is important to give students
understanding; being a problem solver
abstracting, modelling and play in
opportunity to explore problems to
is hard fun and involves working with
multimodal settings to support deep
demonstrate multiplicity of ideas.
a community of learners (Pound &
understanding (Mishra, 2012). By
Exploring involves discussion,
Lee, 2015).
exploring visual components of
Mathematics should be learnt
but too often the social aspect of
58 | EDUCATION TECHNOLOGY SOLUTIONS
Students need flexible thinking if
mathematics and explaining processes
mathematics is lost in a myriad of
they are to be good problem solvers.
and reasoning, students develop
worksheets and questions to be
To increase a student’s capability to
understanding from another point of
completed in a limited time. Instead,
explore challenging problems, they
view, developing empathy for how
educationtechnologysolutions.com.au
people see mathematical problems
to work in sense-making activities
repeated effort, to reconsider problems
To develop persistence and reflection,
and increasing curiosity – a key
and discussion, the stronger their
and collaborative effort. Mathematics
use tools that help students visualise
STEM practice.
mathematical thinking, which supports
is not a lower order thinking task and
their thinking, live drawing, video
problem solving in STEM education.
memorisation is less useful when
capable and utilises feedback.
ability to visualize solutions and is a
Digital technologies can play
problems become more difficult.
In our two workshops at the
key contributor to STEM literacy, as
many roles in supporting student
Instead, innovative learning with
Leading a Digital School Conference,
it is concerned with understanding
participation in STEM education,
technology uses higher order thinking.
Dinosaurs to Star Wars and Up and
and working within the physical world
including games for exploring
Digital tools that allow for thinking give
Over the Wall, we will expand on how
(Lowrie, Downes & Leonard, 2017,
problems and understanding thinking,
students the opportunity to ponder
digital technologies have been used
p. 27). Using mental transformations,
and digital tools for sharing and
without asking for help, without an
in our context to support teachers to
decomposing a pattern into component
explaining thinking.
expectation to finish a number of math
deliver outcomes in mathematics and
problems in a short period of time,
contribute to STEM literacy through hands-on activities and discussion. n
Spatial reasoning improves the
parts, using scale, estimations, mental
Harnessing the requirement for
imagery, comparison and sequencing
students to undertake challenging
where failure is not about failing to
are a few examples of elements of
mathematics problems, it is important
get stuff done, but not yet finding a
spatial reasoning that support student
to select games that are not based on
way to understand the problem being
learning. The more opportunities that
drill and speed. Instead, select activities
presented, while applying the capability
admin@interactivemediasolutions.
students have to show their thinking,
that give opportunity to fail fast, for
to persist using different possibilities.
com.au
educationtechnologysolutions.com.au
For a full list of references, email
EDUCATION TECHNOLOGY SOLUTIONS | 59
| GET CONNECTED
LEADING AC ADEMIC I N N O V AT I O N THROUGH TECHNOLOGY
BY JONATHAN POWLES
“The pedagogy always comes first.” As someone who has been working
heard, and expressed, such sentiments
Australian National University College
all of my career in the area of teaching
many times. And I suspect that, by and
of Law radically reshaped its Graduate
and learning innovation at universities,
large, we have been wrong.
Diploma of Legal Practice. Starting with
In this article I am going to take a
a conventional, semester-based online
conversations with most teachers to
controversial position – that technology
program, the degree was transformed
place technology second. Particularly
and learning are inseparable and
into an immersive, simulation- and
in the early days of emergent digital
always have been, and that by
scenario-based learning environment.
leaning technologies – say, 1995 to
understanding and embracing this
Students enrolled in the course as a
2010 – the levels of anxiety, or even
connection by driving change in
whole and were assigned to virtual law
downright suspicion held by many
our technologies we can shape
firms of four to five students. Working
of my academic colleagues about
pedagogical behaviour and lead
in a virtual office space, students
the value and future of technology-
academic innovation in our institutions.
managed a number of competing legal
it has become almost instinctive in
enhanced learning were palpable. As
Scottish educational theorist
transactions – litigation, conveyancing,
a consequence, I and like-minded
Paul Maharg takes a radical view:
contracts, negotiation – and a number
innovators would default to a position
technology is the curriculum,
of ethical issues were sprung on
of technological apologist, with
says Maharg, taking his lead from
them without warning. There were
comments like, technology is merely
philosopher John Dewey. For Dewey
no lecturers – staff participated in
the tool we use to help us achieve
and Maharg, it is impossible to
the simulation in role, as managing
our learning goals and fundamentally,
separate learning, as an activity, or
partners, office managers and clients.
online learning is no different from
the ‘content’ of what is learned, from
Apart from an immersive initial
face-to-face learning; technology is
the world or environment in which
residential week, the entire experience
merely an enabler. I suspect that most
it occurs.
was online; this was crucial, as it
of us who have worked in academic innovation over the past 20 years have
60 | EDUCATION TECHNOLOGY SOLUTIONS
In 2009, following some of Maharg’s educational ideas, the
allowed the virtual learning space to be shaped to control the simulation.
educationtechnologysolutions.com.au
educationtechnologysolutions.com.au
EDUCATION TECHNOLOGY SOLUTIONS | 61
| GET CONNECTED
The experience would have been far
background. What appeared instead
through reshaping the spaces in which
essentially a social constructivist
less rich face-to-face. The success
were new simulation-based roles that
teachers and learners interact.
model. The majority of Socrates’
of this innovation underlines the truth
the staff were asked to fill. Rather than
of Maharg’s point – the technology is
expound on the theory of contracts,
In the fourth century BC, Plato’s
the form of these ambulatory tutorials.
the curriculum.
staff were asked to role-play a partner
academy was laid out as a courtyard.
Nowadays, we often celebrate the
mentoring a new lawyer on the
Learning happened through dialogue.
Socratic method as an admirable active
lessons from this initiative was how
development of a contract. It created
Scholars and students (not that there
learning strategy, but can overlook
the virtual office space shaped the
a wholly new learning and teaching
was often a clear distinction) walked
the technology – the learning space
behaviours of academics. They logged
relationship – a much more authentic
as they talked, and the notion of a
and mode of interaction – that was at
into the learning management system
and powerful one, in my view. This
group of collaborative learners in
its heart.
and their traditional roles of lecturer,
pedagogical change was managed
physical and intellectual motion was
tutor and student disappeared into the
through changing the technology and
a central pedagogical idea. This is
Behind the scenes, one of the key
62 | EDUCATION TECHNOLOGY SOLUTIONS
This idea has an ancient lineage.
philosophy, as recorded by Plato, take
The same ancient roots can be found in what is arguably the most
educationtechnologysolutions.com.au
and clearly, so the students could take
influencing academic innovation
dictation of the scholarly text being
and change are not always – or not
read. Moreover, lecturers were hired
mostly – about best practice. It would
by the students directly, and were not
be attractive to think that, because
re-hired the following term unless
we now know theoretically what
they were sufficiently comprehensible.
pedagogical approaches result in
This is why the etymology of the word
high-quality university learning and
lecture is from the Latin to read.
what results in poor outcomes, that
As Maharg points out, it was not
automatically the evidence-based best
“UNCOMFORTABLE THOUGH IT MAY BE, A CENTRAL POINT HERE IS THAT THE FACTORS INFLUENCING ACADEMIC INNOVATION AND CHANGE ARE NOT ALWAYS – OR NOT MOSTLY – ABOUT BEST PRACTICE.”
for another two centuries that the
practice will be adopted. Experience
students began to employ lecturers
tells us that this is far from the case.
with knowledge of the subject so
Resources (including the scarcest of all
that they could provide their own
academic resources – time), roles and
Learner analytics allow us to monitor
explanatory notes (glossa) on the
hierarchies will usually take precedence
nearly all aspects of students’
source text. Before this time, senior
over other factors unless those leading
learning activities. We match the text
scholars themselves were far too
and managing education explicitly drive
in their assignments, measure their
busy to waste their time with the
behaviours in a different way. Notably,
keystrokes to ascertain identity, check
technology of the lecture; the reading
technology can play a crucial role in
when and for how long they access
aloud of texts was a secondary task,
the restructuring of academic work
their learning resources and even use
best left to the medieval equivalent
to achieve better quality outcomes
artificial intelligence (AI) to measure
of specialist professional staff. Thus
for students.
the cognitive complexity of their forum
the 11th century academic innovation
There is an Australian private
posts. In general, this is benign. If
that placed the lecture at the heart of
higher education provider that delivers
we can identify from these analytics
university education was driven not
leadership training using a mainly
that a student is likely to fail, we can
by educational considerations, but
synchronous online model. Academics
intervene to provide them support
by a combination of its efficiency as
lead interactive online seminars of up
before it happens.
a technology and by relationships
to a dozen participants. Because the
of academic hierarchy and power.
tutorial is captured, it enables a crucial
data is teaching analytics. If, from
Arguably, little has changed. Far
part of the quality enhancement cycle
these analytics, we can identify that
too many modern course sites
to occur. After every single seminar,
half the class is about to fail, then a
consist of weekly topics, each of
an educational designer – who has
different intervention is required. In
which is an information dump of
specialist educational qualifications
this case, most likely it is the teacher
PDFs, PowerPoints and lecture
and experience, unlike the subject-
that needs support and development.
recordings, with weekly quizzes testing
matter expert who led the seminar
When we have these analytics fully
surface learning, often managed
– will review the recording and
functional, then technology will
by administrative staff. Here, the
provide constructive feedback to the
truly drive academic innovation and
technology is making it very easy
seminar leader about what worked
quality enhancement.
to resist academic innovation and
well and what could be improved.
perpetuate poor learning practice a
These feedback reports form part
millennium old.
of the academic’s performance
I am entranced by what history can
review. By all accounts, the student
The flipside of educational big
Change will come. The question is, will it be a good thing? n Jonathan Powles is Pro Vice-
tell us about the relationships between
experience with this provider is
Chancellor (Academic Innovation) at
technology and academic innovation
outstanding. The technology – the
University of New England (AU). An
pervasive high/er education learning
(and resistance), and the relevance
captured tutorial – is what enables
executive leader in higher education,
technology – the lecture, delivered in
those lessons have for our modern
change. If you consider the industrial
Jonathan has a demonstrated history
a hall or theatre. This technology of
practice as educators. The examples of
implications if such a scheme were
in leading and managing change
mass instruction is medieval in origin,
Plato’s academy versus the medieval
to be introduced at a public Australian
and innovation in educational culture
deriving from the theological sermon,
lecture; the immersive simulated virtual
university, it becomes clear that the
and practice in universities. In
and has always been about the
learning environment versus the weekly
obstacle to such an innovation is not
recent years, he has implemented
transmission of information. When it
topic content dump show us how
technological nor educational – it
institution-wide projects and
migrated into higher education practice
technologies and power relations can
is cultural.
programs in curriculum innovation,
in the 12th century, its purpose was
shape and drive academic practice,
Things continue to change.
simply to enable students to copy
whether innovative or conservative.
Through technology, we now have
analytics, pedagogical transformation,
Uncomfortable though it may be,
a more closely observed picture of
academic development, and academic
a central point here is that the factors
student behaviour than ever before.
performance management.
texts. Lecturers were hired on the basis of their ability to speak loudly
educationtechnologysolutions.com.au
learning technologies, learner
EDUCATION TECHNOLOGY SOLUTIONS | 63
| FEATURE
64 | EDUCATION TECHNOLOGY SOLUTIONS
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USING SOCIAL MEDIA FOR ASSESSMENT BY MATT LAMBERT
I sat in a taxi in Sydney last year, on
short, the main learning I took away
my way to indulge in another large
from this interaction is that we can
helping of steamed dumplings in
choose to take one of two options:
my quest to try all of the top eight
Embrace the trends or fight the trends.
dumpling restaurants Sydney has to
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This train of thought is something I
offer (as voted by the website Concrete
have always sort of followed, but never
Playground). The taxi driver was a
really embraced. The taxi driver had
middle-aged gentleman of Greek
inspired me to not only embrace the
origin. I asked him about his opinion of
trends, but to accelerate them; make
Uber. Did he hate them? Had business
them my own and use them to my
slowed since their inclusion into
advantage in an educational setting.
the market? He told me to open his
Things like the bottle flip, dabbing,
glove box. To my surprise, within the
fidget spinners, memes and so on
glovebox was his Uber identification
have been banned in some schools,
tag. He had a foot in each camp! He
whereas I see them as an opportunity
had accepted that Uber was here to
to teach projectile motion, angles of a
stay and slumping in his seat and
triangle, reflection or a relevant way to
complaining about it was not going to
bring up and discuss social inequity,
get his bills paid. To cut a long story
assumptions and bias.
EDUCATION TECHNOLOGY SOLUTIONS | 65
| FEATURE
This is where social media comes
summarise or take key points from a
Facebook obviously allows you to
opened up other avenues of viewing
in. Do we embrace it, or do we fight it?
video, complete a two truths one lie, do
post videos and other content to your
content as a class and could prove
For me, it is a no brainer. After meeting
a three level reading guide on a text or
classroom group. I will often put up a
to be very useful in the future.
this motivational taxi/Uber driver, I set
any sort of activity where they needed to
video or a link to an article and ask the
Colleagues of mine have set up a
myself the goal to use social media
think about and exhibit an understanding
students to leave a comment which
Facebook chat for homework where
as a means for assessment, both in
of the content. Once they had created
shows their understanding. This allows
students have had to meet online
a formative and summative manner.
a video using Snapchat, they were to
the students to learn from each other,
at a certain time and talk about a
These are some of the success stories.
save it to their camera roll and then post
especially if you have the students in
specific topic. Although this was
it onto our class Facebook page. The
some sort of ability grouping. Students
optional, it had excellent buy-in from
Formative Assessment
buy-in from students was excellent.
who are lower ability might only need
the students and resulted in some
This was an important one for allowing
Feedback from the class showed that
to make a literal statement directly from
valuable learning.
me to check the students’ understanding
they did not mind putting themselves out
the text or video, whereas someone
of the content. It was an excellent way to
there for others to see when there was
of a higher ability may be asked to
Summative Assessment
transition the move from the individual to
a fun element to it, when they could use
write a comment from a much more
Many sportsmen and sportswomen are
the group space of the flipped classroom.
a filter to disguise their faces and their
critical lens.
setting up athlete Facebook pages. Even
I instructed the students to use Snapchat for this. I asked them to
66 | EDUCATION TECHNOLOGY SOLUTIONS
voices, and when they could quickly check any notifications they had.
Going ‘live’ and the new ‘watch party’ feature on Facebook have
people who have only been going to the gym for a week or two are setting up
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fitness-based Instagram and Facebook
assessment where the students had
the books they were reading and
techniques and technology that students
pages too.
to reflect on their participation in
completed reading responses.
are familiar and comfortable with can be
This made me think about how
an activity and discuss the factors
I have also seen public pages
a big positive. When a new trend comes
I could use the same format for my
involved. Typically, they would have
created by students which contain
along, think about how you might be
students. Being a PE teacher who
done this in a diary-type format, but
information about a set topic. The page
able to use it to your advantage and do
is teaching contextualised courses
Facebook allowed them to post their
itself is the assessment and the student
not be scared of it. Go with the trends
that are based around improving a
response immediately and also gave
needs to have a certain number of
and do not concern yourself with what
student’s own ability in a sport, it
them the option of adding in video and
resources, posts and so on. Making a
cannot be controlled. Embrace the
was easy to follow the athlete page
photos as evidence. I have seen the
page designed to create change in a
trends and make them your own! n
model. Students had to create a profile
same standards being assessed in a
community is a possibility for a number
using their school email address as
similar way on Instagram. Any sort of
of health-based topics.
their login. They could make it a page
assessment that requires a portfolio of
or group depending on whether or
evidence could be used here.
not they wanted to keep it private.
Some of my colleagues from the
These are just a couple of ways that
Matt Lambert is the Head of Physical Education and Health
you can use social media to enhance
Department at Heretaunga College
your classroom practice. At the end
in Wellington, New Zealand. Matt will
They could also choose not to make
English department followed suit and
of the day, student buy-in is a very
be presenting at FlipCon NZ 2018 in
it public or not to publish it at all.
allowed their students to set up a
important part of being successful
Auckland, September this year. See
This worked particularly well for an
Facebook page on which they critiqued
on a day-to-day basis. Using tools,
www.flipconaus.com for the details.
educationtechnologysolutions.com.au
EDUCATION TECHNOLOGY SOLUTIONS | 67
Nepean Community College prepares Australian adults for a digital future with Parallels Desktop for Mac Business Edition
Parallels Desktop for Mac Business Edition is the simplest and most secure way to provide Windows applications to employees with Mac computers. “The way Parallels Desktop can combine both the Windows and Mac operating systems on one device yet allow them to run like native environments is really important. Users are not aware of any difference and simply focus on their teaching and learning.� -Eric Wright, Principal, Nepean Community College
Find out about our Special Education Program. Contact Ary Collet at acollet@parallels.com for more details, quote: EDUCATION.
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For the Classroom. And Everywhere Else. Padcaster turns the iPad into a potent learning tool that teaches
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entire educational ecosystem. For more information visit • Empower your students with
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Targus VersaLink™ Universal Travel Dock The VersaLink™ Universal Travel Dock offers versatile, ultra-portable connectivity with VGA and HDMI video ports, Gigabit Ethernet and 2 USB 3.0 ports. It is an indispensable connectivity tool for serious mobile professionals. About the size of a smartphone, the versatile dock features a Gigabit Ethernet port for secure, fast internet access, 2 USB 3.0 SuperSpeed ports for external hard drives, card readers or other peripherals, and VGA and HDMI video ports to connect most projectors and HDTVs. Once your work is done, the integrated USB power cable tucks neatly into the dock and slips right into your bag. Worry about your presentation, not your technology, and add this lightweight, versatile USBpowered dock to your mobile gear. For more information visit https://www.targus.com/ au/usb-3-0-dual-video-smart-dock-dock110au
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HDI EDGE
Optical Slim IR
The new HDi Edge, provides
introducing a newly designed
3 mm Optical Slim IR technology
schools with a new slim and sleek
HDi MoCow offerings. Technology
40 points of touch
looking commercial touch panel at
Core also design and manufacture
HDI edge Series 55’’ 65’’ 70’’ 75’’ 86’'
education prices.
their own mobile solutions
4K Standard across range
Utilising new optical slim IR
Front HDMI / USB inputs
technology, we have now recessed
25% lighter than standard IR
the frame and bezel into the
Front Speakers
screen so that the teacher is closer
latest example of their Australian
to their content than ever before.
made mobile solutions combining
The HDi Edge comes as Designed and distributed by
to compliment their touch screen products. The HDi MoCow series is the
with touch screen and camera
standard with 4K resolution across
technology to product massively
our wide range of sizes, from 55”
flexible solution for schools. n
to 98” complete with a slot in
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PC option. Technologycore are also
For more information visit www. technologycore.com.au
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.
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| THE NOTICEBOARD
Kano Brings Creative Computing to Australia and New Zealand market for the next generation of
only 50 million people know how
pioneer Kano Computing
impact in the ANZ marketplace
computing. iWorld Australia is proud
to talk to them. It should be simple
has announced further
both in the education sector and
to be the ANZ distributor for the full
and fun for anyone, anywhere to
international expansion
mass merchant retailers. We have
line of Kano products.” states Chad
make and play with technology
to Australia and New Zealand thanks to
been talking to our main customers
DeClase, Director of iWorld Australia.
– beyond the sealed screen.
a newly signed partnership with
and the response has been over
Australian-based STEM distributor
the top. We have been carefully
Australia’s focus has been to become
starts with computers anyone can
iWorld. The partnership marks a new
selecting products to meet the ANZ
the leader in STEM/STEAM products
make,” said Alex Klein, co-founder
growth milestone for Kano, following the
requirements of true STEM/STEAM
in both Australia and New Zealand.
and CEO of Kano
company’s expansion into 4,500 retail
products and Kano covers every
The company focuses on distributing
stores across North America during
aspect of that in detail. We will be
the best STEM /STEAM products
range of Kano’s award-winning
2017. Thanks to iWorld, customers
releasing the full range of kits with
and are very excited to be working
creative coding kits including
across Australia and New Zealand will
some more exciting products yet to
with Kano and their team to bring
the Computer Kit, Pixel Kit and
be able to experience and purchase the
be released in 2018. We have been
their creative coding kits to students
Motion Sensor Kit. n
range of DIY Kano kits online, in brick
in discussions with Kano for some
across Australia and New Zealand.
and mortar retailers and in the
time and both companies are working
education space.
together to make ANZ a leading
C
reative computing
72 | EDUCATION TECHNOLOGY SOLUTIONS
“Kano is going to make a massive
Over the last 2 years, iWorld
“There are over 8 billion connected devices in the world, but
Code can be a creative art, and it
This partnership includes the
For more information visit www. iworldonline.com.au
educationtechnologysolutions.com.au
Promethean Awards $50,000AUD Worth of Technology to ANZ Schools 11 Winners of the Promethean Grant Receive - a Promethean ActivPanel
Melissa Grant, eLearning Leader
The 11 schools have received
lobal education
creative in their submissions, with one
technology provider
of the most stand-out entries coming
at Takapuna Primary School and
their ActivPanels as well as relevant
Promethean, has
from Mount Ousley Public School in
Promethean Grant Panellist, commented:
training and technical support. As a
awarded over
Fairy Meadow, New South Wales.
“The standard of the entries has been
front of class display, the ActivPanel
Peter Holmes, Headteacher
phenomenal. It was a privilege to be
acts as a collaborative learning centre,
technology to 11 ANZ schools. The
at Mount Ousley Public School
part of the judging process and see
and can connect with other devices
announcement comes following the
said: “Winning an ActivPanel in the
first-hand how creative schools were
in the classroom such as laptops
delivery of the ActivPanels to the
Promethean Grant is a huge deal for
in demonstrating how the technology
and tablets; enabling students to
winners of the Trans-Tasman
our students - it’s affirmation from an
would transform teaching and learning in
complete tasks from the screen on a
competition. To win the Promethean
international company that their work at
the 21st century. However, we did have
handheld device, or even take turns at
Grant, schools were asked to submit
school matters; that they matter! It’s no
to make some very tough decisions.”
the front of the classroom using the
creative entries as to why they
longer just us telling them how brilliant
“As a company we are really pleased
deserved to receive a Promethean
they are. Having their work and talents
that we could ease the financial pressure
ActivPanel, the very latest in
acknowledged is inspirational and
of 11 schools across Australia and New
be launched at EduTECH on 7 / 8 June
front-of-classroom
something to be celebrated.
Zealand and deliver next-generation
in Sydney, where schools can speak
technology for both staff and students.
to the team on stand 414. For more
ActivPanel. It’s exciting knowing that
We firmly believe finances shouldn’t
information please visit http://www.
ran from 26th July to 8th October
this technology allows us to mirror
be a barrier to accessing technology
edutech.net.au/index.stm n
2017, and in total had over 75 entries.
our students’ individual devices and
which enhances teaching and learning
The 11 winners were notified on
helps them to think and present in
experiences, and that is why we chose
To view Mount Ousley’s
31 October and each have recently
ways that they haven’t previously
to launch the Promethean Grant,” added
Grant winning video please visit
received a fully installed ActivPanel
been able to do, while exploring new
Alistair Hayward, Promethean’s Head of
https://mtousley.smugmug.
package. The schools were very
ideas for learning.”
UKI and ANZ markets.
com/Competitions/
G
$50,000AUD worth of education
interactive technology. The Promethean Grant competition
educationtechnologysolutions.com.au
“We’re really enjoying using the
touchscreen functionality. The 2018 Promethean Grant will
EDUCATION TECHNOLOGY SOLUTIONS | 73
SPOTLIGHT Five real ways to reduce teacher workload Recently, Australian LNP MP Andrew
year level means that the planning
Laming infuriated teachers across
workload can be divided and shared.
Australia by suggesting that “Teaching
Schedule planning meetings during
needs to operate like other jobs, with
school time. Traditionally, meetings are
the same hours, days and weeks as
scheduled as an afterthought which
the rest of the economy, rather than
means that it becomes harder to find a
cluttered school hours where there is
period in common where the required
little beyond the face-to-face time”.
teachers are available. This results in
Mr Laming has clearly never been a
meetings being held after hours. By
teacher and one wonders if he has
timetabling the meetings as classes
even spent any time with them? If so,
during timetable construction, the
he would know that teachers regularly
probability that a period in common
work far more hours than most people
can be found is increased. Smarter
realise, with many of those hours done
timetabling facilitates this as a priority
at home, on weekends, late at night or
and makes it considerably easier too,
during their ‘holidays’.
which reduces workload and stress not
Teachers are finding they need to work these hours to stay atop of a demanding workload. Increasing
only for the teachers, but the timetabler as well. Create balanced days with free
the formal working hours of teachers
periods spread evenly across the
is not going to solve the problem
timetable. Fewer full-period teaching
of workload. However, attention to
days aids lesson preparation,
how that workload is determined and
fosters punctuality and reduces staff
directed may help.
absenteeism. Smarter timetabling
duty rosters, study rosters and
in one class to cover instead of two,
ensures that the quality of teachers’
on-call rosters. This ensures equity
the number of teachers required to
determines what ‘work’ is allocated
timetables is considered when classes
in allocation of duties and placement
cover classes is reduced. These
to teachers. It directs teachers on
are allocated to times. Better quality
to less busy days thereby reducing
opportunities may be otherwise missed
which classes they teach, when they
timetables for teachers reduces
workload and stress.
if not ‘guided’ by the technology.
should be in class, when they should
stress and workload, by providing
take breaks, when they should meet
better balance.
The school timetable ultimately
Minimise the need to take covers
Is your timetable helping or
and identify potential cover periods on
hindering your teachers’ workload?
teachers’ timetables. For a teacher,
Powerful timetabling technology
teaching work as being allocated by
better assignment of teacher loads.
nothing is more frustrating than having
like Edval, coupled with clever daily
their faculty head, the timetable is
Typically, the faculty head directs
that free period you set aside for lesson
management tools like Edval Daily,
the ultimate determiner of how that
which classes will be given to staff in
planning disappear due to a class you
can make it easier to organise
workload is implemented.
their faculty. This reduces timetabling
are allocated to cover. While covering
arrangements to better suit staff
flexibility, makes the management of
classes is ‘part of the job’, they can
thereby reducing workload.
reduce teacher workload with
staff loads more difficult and often
increase stress and workload when
The team at Edval have compiled
smarter timetables:
results in more split classes. While
unexpected. Timetabling periods on
33 ways that smarter timetabling can
and who they teach. While some view
Here are 5 ways to dramatically
Use sets of teachers to achieve
the need to have specific teachers
a teacher’s timetable where they
be used to reduce teacher workload. To
classes of a subject in a given year.
on classes at the senior level is valid,
are considered ‘on-call’ for a cover
see the full list, visit edval.education or
This way teachers will only need to
for the most part, junior classes can
means that they are less likely to
email sales@edval.education n
lesson plan once, for multiple classes.
be more freely allocated. Automated
schedule a meeting during that period,
For example, having two English
staffing algorithms draw from sets of
as they know they ‘might’ be given
classes in a given year may be a lot
teachers to achieve a better overall
a cover. When combined with a
less work than one in Year 7 and one
staffing balance of load and class
daily administration system that can
and the Head of Sales and Marketing
in Year 8. Furthermore, working with
assignments. These auto staffing
actively identify and prompt users to
at Edval with a background in teaching
others teaching the same subject and
algorithms can also be applied to
merge appropriate classes resulting
and IT.
Allocate teachers two or more
74 | EDUCATION TECHNOLOGY SOLUTIONS
Author: Donna Machado Donna is a timetable consultant
educationtechnologysolutions.com.au
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