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CONTENTS ISSUE 84
26
60
32 REGULARS
FEATURES
6 FROM THE EDITOR
26 COVER STORY
10 CALENDAR OF EVENTS
Following his recent visit to the International Society for Technology in Education Conference in Chicago USA, Brett Salakas provides insights into his experiences from art museums to leading edge educators and cutting edge technology trends for the classroom.
64 PRODUCT SHOWCASE
18 SCREEN TIME MYTHS
8 CYBER CHAT
In part two of his short series, 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 THE EVER-CHANGING ROLE IN DIGITAL LEADERSHIP
From managers, financiers and disciplinarians to mentors and coaches, in addition to facilitating effective pedagogical practices with an everincreasing load from the systems in which leaders work within, School Principal Rick Noack looks at the everchanging leadership in a digital age.
52 INSPIRING HUNTER GIRLS TO BE STEM WOMEN Business, industry, government and peak body associations agree: the need to diversify the workforce is crucial. We look at how Regional Development Australia (RDA) is working with the Hunter region to develop local programs designed to inspire more girls to pursue STEM in school.
14 INTERACTIVE LEARNING
Mal Lee and Roger Broadie look at the difference between formal and informal education with a view to better understanding the power of informal education in a digital age.
22 PLUGGED IN
In an environment where educators and school leaders are constantly forced to look forward to the next technology or trend, what is the value of taking time to stop and reflect in order to plan the future?
36 SPECIAL FEATURE
Matt Burns tackles the idea that flipped classrooms are best suited to high schools.
40 NEXT STEP
Shelly Kinash examines why accessible education needs to be more than a tickbox exercise.
44 LET’S TALK PEDAGOGY
Peter Whiting of Kinross Wolarai School explains how he gamified his classroom.
48 PROFESSIONAL DEVELOPMENT
Kelly Hollis examines the benefits of a flipped model of education.
56 TEACHING TOOLS
As part of our special focus on flipped learning this issue, Steve Griffiths looks at why his students demonstrate improved performance when he ‘flips’ his classroom.
60 GET CONNECTED
What is the sky no longer the limit? Murray C Henstock, a science teacher with NSW Department of Education, looks at the value of deep space exploration in the classroom using Goldstone-Apple Valley Radio Telescope (GAVRT).
4 | EDUCATION TECHNOLOGY SOLUTIONS
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6 | EDUCATION TECHNOLOGY SOLUTIONS
T
here has been a great deal of
discussion over the last 12 months about how technology is changing the job market, not just in Australia, but across the world. Earlier this year, some reports and experts claimed that over the next decade, 65 percent of the jobs we now enjoy will disappear. While there will always be alarmists who immediately gravitate to the negative connotations of such predictions, the reality is that while some jobs will inevitably be phased out, new jobs and technologies will emerge. What I find most disturbing is not the changing nature of the job market brought on by technological innovation, but rather, the changing nature of society brought on by the development and emergence of new technologies. Take, for example, social media and smartphones. Many of the people reading this will remember a time when there was no email, no text messaging, no mobile phones. Even fax machines were rare. However, since the emergence of both smartphones and social media, the world has seen a sharp increase in the levels of narcissism, as demonstrated in a wide variety of studies designed to measure narcissistic traits amongst graduating university students. In fact, Professor Jean M. Twenge, who is credited as dubbing millennials (the generation born in the 1980s and 1990s) "Generation Me", explains in her most recent work, The Epidemic: Living in the Age of Entitlement, “In data from 37,000 college students, narcissistic personality traits rose just as fast as obesity from the 1980s to the present.” We already know that obesity in the US is considered to be an epidemic, so it is only reasonable to infer that this comparison would suggest that the rise of narcissistic traits and tendencies amongst millennials has also reached epidemic proportions.
This, in and of itself, should be enough to warrant significant concern. However, there is also a growing body of research that suggests the number of hours young people are spending alone using gadgets and digital tools is having a detrimental impact on emotional intelligence (EI). In fact, Daniel Goleman, a leading expert on EI and author of several books on the subject, has explained that with regard to the impact of technology on the development of emotional intelligence, “To the extent hours are spent alone, relating to tech tools and shrinking the time young people spend in face-toface interactions, it (technology) could lower their EI. The human brain is designed to learn these lessons in daily life, and if there are fewer opportunities, EI skill levels could go down.” So, what does all this mean for current and future generations of students? Furthermore, what is the impact for educators? Should schools be doing more to include learning around EI to offset the impact of technology? Given that it is widely accepted that narcissism is an indicator of a lack of EI, would this also go some way to alleviating the growing trend we are seeing in students toward narcissistic traits? The ability to respond almost instantaneously to emails, tweets and text messages without having to worry about the face-to-face ramifications of one’s words removes many of the emotional, psychological and social barriers that have previously existed. With distance and anonymity comes a level of security that allows people to behave and express themselves in ways not previously possible. Perhaps, in a changing society, parents and schools need to be working in concert to embed lessons in daily life designed to tackle such new and emerging problems lest we find ourselves allowing such undesirable behaviour to become the societal norm. n
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| CYBER CHAT
What Do We Want Our Students To Be Like When They Graduate From Our Class? BY BRETT SALAKAS
ne of the early
Professor Geoff Scott. Professor Scott
that he/she can succeed at work and
the fact that these capabilities, and the
influencers on my
was the Director of Sustainability. His
be a positive contributor to society.
Padagogy Wheel itself, were originally
understanding of
work focused not on environmental
teaching in the digital
sustainability but on sustainability
international studies, Professor Scott
implications for younger students are
age was fellow Australian Allan
in higher education. Professor Scott
has named the top 15 capabilities that
clear. As educators, we all follow the
Carrington. His work in the university
described educational sustainability
are required to work in a vast range of
universal truth that we want to best
sector led him to clearly consider the
as having four pillars: social, cultural,
industries, including elite sport:
prepare our students for the world
characteristics that he wanted his
economic and environmental. These
1. Having energy, passion
and we want them to be a positive
students to graduate with; what he
pillars support the key functions of a
could do to directly influence and
university which interact with the four
enhance the characteristics in his
functions of a university: research,
students that would make them more
teaching, engagement and operations.
O
employable and more productive members of society. After formalising his
Based on his work and
and enthusiasm. 2. Being willing to give credit to others. 3. Empathising and working
According to Professor
productively with diversity.
Scott, “Students graduate into
4. Being transparent and honest in
a transdisciplinary world, not a
dealings with others.
designed for higher education, the
influence in the world. With this in mind, I think that educators are challenged to ask three questions: 1. How can I design activities and assessments to develop these capabilities in the graduates/ students?
understanding of the concept of
monodisciplinary one; a world of
5. Thinking laterally and creatively.
graduate capabilities, Allan created
continuous flux, where technical and
6. Being true to one’s values
the Padagogy Wheel. It was through
human factors constantly interact
the Padagogy Wheel that I came to
in complex and unique ways. It is
meet Allan, when I was teaching
a world where unpredictability and
in one of the first four schools in
change are always in the air and our
Sydney trialling 1:1 iPads in my very
graduates’ capability is most tested
first bring your own device (BYOD)
when the unexpected happens, an
9. Time management skills.
develop these capabilities? What
program. My co-teachers and I were
unanticipated opportunity arises,
10. Persevering.
strategies or learning environment
looking for established pedagogical
when things suddenly go awry or they
11. Learning from errors.
would work? n
models that married quality teaching
are faced with a ‘wicked problem’ or
12. Learning from experience.
and technology. That is when
dilemma (Rittel & Webber, 1973) – a
13. Remaining calm when
we found the Padagogy Wheel,
‘forked road’ situation in which there
which significantly impacted my
is a range of potentially relevant ways
understanding of ed-tech pedagogy.
to go and they have to decide which
But how did Allan come to understand the concept of graduate capabilities?
is likely to be the most productive.” Clearly, the focus of Professor Scott’s work is not simply how to help
and ethics. 7. Listening to different points of view before coming to a decision. 8. Understanding personal strengths and limitations.
under pressure. 14. Being able to make effective presentations to different groups. 15. Identifying from a mass of
2. How can I enrich and strengthen learning opportunities and expose students to real or virtual challenges where they can hone these capabilities? 3. How can I help my students
Brett Salakas is the founder of #aussieED (the largest Australian Ed-Chat on Twitter) and a moderator of multiple Twitter chats. He is a Primary School teacher/leader who,
information the core issue/
over the past 18 years, has taught
opportunity.
in South East Asia and Australia in
a student obtain a qualification from a
Allan Carrington took these
both public and independent schools.
to various universities and it was
given institution, but more importantly
capabilities and built an ed-tech
He is passionately committed to
while he was at the University of
how to help prepare that student as
friendly pedagogical model that has
turning educational theory into real
Western Sydney (UWS) that he heard
best as possible for the workforce so
these capabilities at its core. Despite
classroom practice.
As an academic, Allan travelled
8 | EDUCATION TECHNOLOGY SOLUTIONS
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| EVENTS CALENDAR
2018 Leading a Digital School Conference
with disabilities in a leading digital school.
The Education Show will be co-
FlipCon Australia 2018
located at the venue and is the exhibition
14-15 September 2018
component of the event.
Monash College (Monash University),
16-18 August 2018
Developing the themes:
Twin Waters Resort, Sunshine Coast QLD
The conference is structured around four
Are you a digital leader in your
perspectives on leadership:
is Teaching literacy | Teaching numeracy
In 2018 we will “Flip FlipCon”
school interested in all forms of
• mentoring and coaching
– with the support of digital technology.
Prior to attending FlipCon, delegates will
digital leadership?
• digital technology and literacy
This conference has selected as its
have access to a 10-hour online training
We are very interested in you presenting
• digital technology and numeracy
keynote speaker and presenters a group
and certification course – Flipped
at our 2018 Leading a Digital School
• digital technology, literacy
of teachers highly skilled and experienced
Learning Certification Level 1. This will
The theme for this year’s conference
Collins Street Centre, Melbourne
Conference to share your work and
and numeracy and students
in using digital technology to support
provide you with fantastic learning,
achievements with the delegates. The
with disabilities.
literacy and numeracy teaching programs.
ideas and practical advice before
conference will be held at the Twin
Calling Presenters: If you would like to
The conference program offers
Waters Resort, Sunshine Coast QLD on
know more about presenting at the 2018
skills-based sessions, so come
(If you have already completed the
Thursday 16, Friday 17 and Saturday 18
Leading a Digital School Conference,
prepared to roll your sleeves up to
online course, please contact us for a
August 2018.
please email to team@iwb.net.au for
learn new transferable skills that will lift
special offer)
more information.
your literacy and numeracy teaching to
attending the face-to-face conference.
On Day One of the conference,
Conference Overview
even greater heights.
delegates will delve deeply into practical,
The conference is focused on school
Sessions will be presented by:
hands-on workshops we are calling
The K-12 Digital Classroom Practice Conference
• Anthony Speranza
Cohorts (The Individual Space).
31 August 2018
• Grant Jones
Flipped Learning certified trainer across
Melbourne Convention & Exhibition Centre
• Aaron Davis
a number of session times (four hours
Where Inspired Learning Begins
• Lisa Connell and Chris Drake.
in total) to create hands-on, practical
leaders and leading teachers striving to offer the highest quality programs in: • mentoring and coaching in a leading digital school • digital technology and literacy in a leading digital school • digital technology and numeracy in a leading digital school • digital technology assisting students
10 | EDUCATION TECHNOLOGY SOLUTIONS
• Aimee Shackleton
In each Cohort you will work with a
resources to take back to school with
The K-12 Digital Classroom Practice Conference is one of the parallel
For more information visit
you and use immediately.
conferences being run under the National
www.iwb.net.au/classroompractice
The Cohort sessions to choose
Education Summit banner.
from are:
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• So you’ve done GAFE? - Now what? • Are you making the most of your device investment? • Do you want to increase your teaching and learning with digital technologies? • Would you like to progress through the SAMR model? • What skills do you need to take your instruction to the next level?
The International Flipped Learning 3.0 Training and Certification Workshop is a new, active learning certification program developed by a global team of education researchers and educators. The course and certification development was led by Jon Bergmann, one of the pioneers of Flipped Learning and is localised Dr Patricia Cross by master teachers in Australia and New The Flipped Classroom movement is sweeping the world as growing numbers of Zealand. educators are switching to active learning. Active learning has emerged as the foundation of all good instruction and Flipped Learning is the simplest path to active learning.
“Active learning is the grand meta-principle”,
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How to turn your classroom into an dynamic and riveting active learning space Why Active learning encourages student engagement, deeper learning, retention How to use Flipped Learning to simplify the transition to active learning How to make the best use of your face-to-face time with students How to get more class-time for hands on activities The best global practices in Flipped and Active learning How to take flipped Learning and active learning to the next level What world class educators do differently
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A confirmation email will be sent to you with all required instructions.
| EVENTS CALENDAR
• Cohort 1: Masterclass for
21st century skills are pre-eminent for
and money, there’s only one place you
ensuring you get the most out of your
Leadership & Professional
pupil success. This year, the show’s
need to go in 2019… a must attend for
professional development investment.
Developers, with Jon Bergmann.
key theme is ‘Building a change culture
the entire K-12 schools sector.
Furthermore, EduTECH works with
• Cohort 2: First-year Flippers, with Aimee Shackleton. • Cohort 3: Flipped Mastery in Maths
to deliver 21st century learning’. Our cutting-edge summit will discuss the transformation of education and
Access the best speakers from Australia and around the world. National FutureSchools Expo brings
industry to subsidise registration costs to make the conference an affordable and accessible investment in
and Science, with Steve Griffiths
discover the innovation that will inspire
together world-leading education
your learning.
and Stephen Crapnell.
change across the Asia Pacific region.
experts who deliver thought-leadership
• Access the very best speakers
Whilst our Expo will showcase the
and practical case-studies across K-12
from Australia and around
practical tools, techniques and training
education. Our mission is to improve
to empower educators to transform
the quality of teaching and learning
learning in the classroom and beyond.
within Australasia and Asia-Pac.
• Cohort 4: Flipping Humanities, with Ryan Gill. • Cohort 5: Flipping the Primary Classroom, with Matt Burns. • Cohort 6: Are you ready?
The five conferences at the
Preparing our students for learning,
For more information, or to find out
National FutureSchools Expo have
with Kirsten Schliephake and
more about opportunities in the Asia
all been designed to cater for senior
Barbara Macfarlan.
Pacific region, please contact
leadership working in different roles
asia@bettshow.com.
within K-12 education.
• Cohort 7: But do I really need to know this?, with
Whether you want to focus your
Sophie Karanicolas.
the world. • Share ideas, successes and challenges. • Discuss, debate and take away implementable outcomes. • This is a second-to-none networking opportunity. • Tailor-make your own experience and choose from eight large
engagements on Principals and the
congresses, with multiple streams, plus focused breakout sessions,
BETT 2019
Senior Executives, prefer to talk to
flipped classroom – Making
23–26 January
the real implementers of technology
masterclasses and interactive
mastery learning explicit and
Excel London
teaching at the coal-face, or are
exhibition seminars and displays
effective, with Pete Whiting.
Creating A Better Future By
looking to meet people in specific
(not to mention hours of networking
On Day Two you will select from
Transforming Education
roles such as Foundation or SEN
sessions that will focus on the Group
Bett is the first industry show of the
Coordinators, the event is structured
Space (The Extra Time in Class).
year in the education technology
to appeal to the people you want to
landscape, bringing together 850
speak to.
• Cohort 8: Gamification in the
Some topics will include: Mastery, Active Learning, New Flippers,
leading companies, 103 exciting new
Science/Maths, English/Art/Language,
edtech start ups and over 34,700
For more information visit http://www.
Primary, Tech Tools, In-Flipping,
attendees (131 countries represented)
futureschools.com.au
Gamification, PBL, Inquiry Learning with
from the global education community,
Jon Bergmann.
that come together to celebrate, find
functions). • See what is on offer and save time by meeting with suppliers in one place, at one time. Visit www.edutech.net.au for more information.
ISTE 2018
inspiration and discuss the future
EduTECH Australia 2018
conference will include:
of education, as well as the role
5-7 June
Philadelphia, USA
• Jon Bergmann
technology and innovation plays in
International Convention Centre,
Bold Educators Activate Change
• Peter Wagstaff
enabling all educators and learners
Sydney
Unbelievable things happen at the ISTE
• Errol St.Clair Smith.
to thrive.
EduTECH is Australasia’s largest
Conference & Expo. Groundbreaking
annual education technology
ideas are shared, new learning
For more information visit
conference and exhibition. In 2019,
technologies are unveiled and
www.bettshow.com
EduTECH will host a multitude of
collaborations form that will impact
conferences and masterclasses
classrooms everywhere. Claim your
Future Schools
attended by over 8,000+ educators, as
seat at the table among education’s
14-15 November 2018
20-21 March 2019
well as hosting an official event dinner
most innovative change agents. You’ll
Kuala Lumpur, Malaysia
Melbourne Convention & Exhibition
for 800 guests, 250+ exhibitors and
have more than 1,000 opportunities to
Transforming The Future Of Education
Centre
free seminars for exhibition visitors.
create the learning path that works best
In Asia
The National FutureSchools Expo
Bett Asia is the region’s leading education
The keynote speakers at this
For more information visit www.iwb.net.au/flipcon/au
BETT ASIA
JUNE 23-26, 2019
EduTECH is the only event that
for you and covers what’s important
is Australia’s largest education
brings together the entire education and
to you. Immerse yourself in powerful
conference and expo taking place on 14-
showcase, bringing together 80+
training sector (primary, secondary,
ideas and inspirational speakers,
15 November at the Mandarin Oriental,
suppliers over two days.
tertiary and workplace learning) plus
while connecting with innovative
libraries, government, suppliers and
educators who share your passion for
Kuala Lumpur. Bett Asia will gather the
The Expo offers the unique chance
region’s most senior education leaders,
to see a wide range of solutions side-
world-renowned speakers all under
transformative learning. Save the date
educators and innovators to celebrate the
by-side, allowing you to both identify
one roof.
for ISTE 2019! n
future of education.
the technologies that are right for
As APAC education leaders struggle to build a change culture, they believe
12 | EDUCATION TECHNOLOGY SOLUTIONS
As a delegate, you can choose
you, and which vendors you want to
from a wide variety of conference
For more information visit https://
partner with. If you want to save time
streams designed for your role,
conference.iste.org/2019/
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Teenage Students: How To Reach Them So You Can Teach Them
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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.
contribute 10.25 hours 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.
Contact Us: resconaus@iwb.net.au Register Now: RESCONaus.com
| INTERACTIVE LEARNING
14 | EDUCATION TECHNOLOGY SOLUTIONS
educationtechnologysolutions.com.au
THE IN, AND OUT, OF SCHOOL DIGITAL EDUCATION 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
to base their lives around the everyday
have, normalised the use of digital.
Conclusion
use of digital technology. They were
They created a learning environment
The way forward, as we address in a
working within a digital and socially
where the new norm was for all the
forthcoming publication on the Digitally
networked mindset, normalising
family to naturally, almost unwittingly,
Connected Family, entails some
the use of all manner of digital
contribute to the ongoing digital
major rethinking.
technologies in nearly every facet of
learning of all members. How often
For that to occur, governments
their lives.
does one hear, “Dad, you can do it
and educators must recognise that
easier this way?”
for 20-plus years – at no expense to
According to the study, “…this survey finds that couples use their
In the decade after the release
government – the digitally connected
phones to connect and coordinate
of the iPhone and touchscreen
families of the world have played the
their lives, especially if they have
technology, the educational capability
lead role on the digital education of
children at home. American spouses
and leadership of the digitally
the world’s young, and are on trend to
often go their separate ways during
connected families grew at pace. As
continue to do so, regardless of what
the day, but remain connected by
parents normalised the use of digital,
governments or schools might do
cell phones and to some extent by
became more digitally empowered,
or desire.
internet communications. When
embraced the mobile revolution and
they return home, they often have
better understood the need for family
monopoly of digital education. Since
shared moments of exploration
cybersafety, so the gap between the
then, billions have been spent by
and entertainment on the Internet”
digital education provided in and out of
governments supporting a monopoly
(Wellman et al, 2008).
the schools grew – with most schools
where learning with the digital
lagging ever further behind.
technology provided by the schools in
The Pew findings, coming as they did around the time of the release
The capability and lead role of the
In 1993, schools were given a
2016 markedly lagged behind that of
of the iPhone in 2007, correspond
digitally connected families of the world
the families and the rising societal norm
with our own, which saw those
was evidenced in the last three to four
and this is on trend for the divide to
families becoming the norm across
years of the period when pre-primary
widen at pace.
the developed, and increasingly the
children from as young as two and
While the digitally connected
developing, world in the 2007–
three embraced mobile touchscreen
families of the world have been able
2009 period.
technology. As the 2015 European
to successfully normalise the use of
Commission study (Chaubron, 2015)
digital technology with a billion plus
eminent observers interviewed in the
of 11 European nations attests, the
young people, few schools in 2016 had
research, had concerns about the title
families of the young very successfully
succeeded in normalising its use. It is a
‘networked family’, believing it did
guided their children’s learning with the
reality governments and educators need
not fully capture the essence of the
technology. They, like the other digitally
to better understand. n
development. The strong preference
connected families of the world, led the
was for the term ‘digitally connected
learning, well before most schools and
families’, in that there were three key
decision makers understood that the
admin@interactivemediasolutions.
components, that together generated
pre-primary children of the developed
com.au
all manner of synergies:
and increasingly the developing world
Mal Lee is a former director of
• the ‘digital’ that made it all possible
would enter formal schooling having
schools, secondary college principal,
• the ‘connected’ that linked the
normalised the use of digital technology.
technology company director and now
We are not suggesting for a moment
author and educational consultant. He
The authors, and the 50-plus
family to the networked world, and
For a full list of references, email
which allowed both the nuclear
that everything was or is perfect with
has written extensively on the impact
and extended family to employ the
digital and digitally-based education
of technology and the evolution
technology in all facets of their
provided by the digitally connected
of schooling.
lives when desired
families of the world. There was – and
Roger Broadie has wide
is – much that needed to be done to
experience helping schools get the
parents, grandparents) enhanced
improve the model. What, however, was
maximum impact on learning from
each other’s digital learning
apparent was that a naturally evolving
technology. He is the Naace Lead for
and capability.
global development, a megatrend the
the 3rd Millennium Learning Award.
Digitally connected families are thus
likes of which the world had never seen,
In his 30-plus years of working
those where the parents and children
had successfully readied the people of
at the forefront of technology in
use the evolving suite of digital
the world to use digital technology every
education, he has worked with a huge
technologies naturally in every desired
day in their lives had the potential – with
range of leading schools, education
facet of their lives, that employ a digital
astute support – to take their digital
organisations and policymakers in the
mindset and which have, or nearly
understanding to an even higher plane.
UK and Europe.
• the ‘family’, where all (children,
16 | EDUCATION TECHNOLOGY SOLUTIONS
The school digital teaching model, with its Industrial Age legacy, has always been highly structured and focused on teaching a common suite of practices that the school or education authority ‘experts’ believe will provide the ‘appropriate’ digital education.
educationtechnologysolutions.com.au
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| FEATURE
18 | EDUCATION TECHNOLOGY SOLUTIONS
educationtechnologysolutions.com.au
HAVE WE REACHED THE PINNACLE OF TEACHING AND LEARNING? BY PETER WEST
A PERSPECTIVE ON SCREENS AND THE CLASSROOM This article is the second in a series on screens and learning. The first article, Screen Time Myths is available in the previous issue of this magazine. fix. There is no quick fix.
Some people in education believe that
and we are there? Are we to assume
staff memorising or looking up
the use of computers in the classroom
that of all the industries improving by
prices of items before manually
should be banned or severely limited.
using technology, education is the only
entering prices into a cash register?
learning into a school is different. It is
Some believe computers serve
one that is exempt and that teaching
(Barcodes were not widely used
a long-term, slow-burn strategy. It is
little purpose other than distracting
methods that have been relatively
until the mid-1980s.)
kaizen (https://en.wikipedia.org/wiki/
students, negatively impacting learning,
unchanged over the past 30 or more
producing antisocial behaviour and
years are the best solution?
more. Hence, we regularly read headlines such as:
Yet, would you:
• Computers ‘do not improve’ pupil
• feel comfortable with a surgeon
results • Technology ‘distracts’ from oldschool quality teaching • The False Promise of Classroom Technology • Computer Use in School Doesn’t Help Test Scores
• have no microwave oven, coffee
Introducing technology-enhanced
Kaizen). The introduction of technology
machine and a host of other
into the classroom is almost the last
modern devices in the kitchen?
part of the process, not the first part.
• not have air conditioning in cars and homes?
(See the article When does educational technology become disruptive in the
who uses operating equipment
After years of teaching and leading
classroom? for more detail. https://
from 30 years ago?
e-learning in schools, I believe many
www.eschoolnews.com/2014/04/11/
have not really introduced technology-
educational-technology-disruptive-
your old CRT television instead of
enhanced learning into schools; they
324/?all)
using DVDs or streaming media
have merely introduced technology.
such as Netflix and large-screen
There is a big difference.
• go back to VHS video tapes and
LCD televisions?
Introducing technology into schools
It requires research, planning, consistent goals, professional development of staff and a clear
• want everyone to drive cars from
focuses on the technology, as if adding
picture of the long-term goal. It
The Pinnacle of Education?
decades ago, without airbags,
laptop computers, Internet access and
takes commitment, not just short-
If we do not use technology to enhance
ABS brakes and all of the modern
some software will create positive
term enthusiasm. It requires an
teaching and learning, are we to assume
safety features?
change – it will not. Looking for the
organisation-wide approach rather than
latest technology and then trying to
relying on a few lone innovators. While
work out ‘how can we use this’ is
not complex, this longer term strategy
prone to failure. Introducing technology
is difficult. That is to be expected. This
into schools often looks for the quick
is the biggest shift in education in
we are already close to the pinnacle of optimal education? That all we have to do is fine-tune the current methods that rely largely on direct group instruction
educationtechnologysolutions.com.au
• get rid of your smartphone and go back to only landline telephones? • have no barcodes at supermarkets and rely on price tags and checkout
EDUCATION TECHNOLOGY SOLUTIONS | 19
| FEATURE
Are we to assume that of all the industries improving by using technology, education is the only one that is exempt and that teaching methods that have been relatively unchanged over the past 30 or more years are the best solution?
over a hundred years; it is not going
researched and well-planned approach,
My students are comfortable with
born of ignorance. In my school, we
to be quick and easy. My school has
it does not impair learning. My school
technology; they do not need it
have actually increased staffing to
been on this path for over six years,
was rated in the Top 20 schools in
at school.
support technology-enhanced learning.
and we are not ‘there’ yet. The article
Queensland in 2016 for Senior results
Many students are comfortable
Our goal is to make the teacher
Stop asking whether laptops improve
by a leading newspaper, and the results
with many aspects of technology.
even more important by using the
learning outcomes explains more
in 2017 were similar. The students in
However, these are often areas
technology to remove the repetitive and
(www.eschoolnews.com/2016/07/11/
those cohorts had been involved in a
of entertainment or online social
mundane, and to provide information
stop-asking-whether-laptops-improve-
technology-rich environment, including
interaction; they are usually not the
and time to work more closely with
learning-outcomes/?all).
a Bring Your Own Laptop program, for
deeper aspects of technology that are
individual students.
the whole of their secondary schooling.
needed for education. Just because
It did not negatively impact them.
a student can socialise online for
pioneer of flipped learning, explains.
Some of the common reasons used for not enhancing the classroom
This article by Jon Bergmann, a
hours, download and install apps,
http://www.jonbergmann.com/
It does not support the way I teach.
We already get good academic
use search engines (sometimes
whyteachersmattermoreinflippedclassroom/
Of course it does not always support
results. We do not need technology to
without critical evaluation of the
the old methods of teaching. That is
improve learning for our students.
results) and so on does not mean he/
Students need me as their teacher.
actually what is supposed to happen.
This assumes that academic
she is ‘good’ with technology. Few
I agree. The teacher is a key part of the
Much of current teaching is based on
results are the only, ultimate goal of
students have taught themselves
classroom and learning. If technology
models from a past era. Just adding
education. Really? Good academic
good research skills, document
in the classroom is removing the
technology does not change the era
results are certainly important and
layout and design, effective graphing
teacher, you are doing it wrong.
and paradigm. In fact, just adding
they are something my school also
and use of formulae in spreadsheets
However, students may not need a
computers to an old paradigm usually
focuses on. However, we also provide
or many other skills that require time
teacher standing at the front of the
causes problems. Yet the research of
extracurricular activities, sport,
and thought to develop.
room in every lesson conveying the
classes where the school has provided
drama, music, debating and more in
a modern learning ecosystem and
order to help students become well
I am a teacher who is ‘good’ with
same time, and then repeating it over
systematic professional development
rounded and be more prepared for life
technology, but I do not want to use it
and over, class after class and year
to effectively change the teaching and
after school.
in my classroom.
after year. Direct instruction has its
There is a big difference between
place, just not all the time.
with technology include:
learning to support the introduction of technology are positive.
Technology is another area in
same information to all students at the
which we need to prepare students.
being good with technology and being
They need to be able to really use
good at using technology to enhance
Conclusion
Technology impairs learning and
technology to assist learning. They
learning. Just because a person can
It is time educators looked past the
academic results.
need to know how to use technology
use a computer in some way does not
superficial – the technology – and
Yes, technology can impair learning
to learn, not just be entertained. If they
mean that person understands how to
developed robust programs that
if it is introduced as an afterthought
do not learn how to do this at school,
use the computer to improve learning.
foster effective technology-enhanced
or a ‘let’s do this technology thing’
where will they learn it? The article
These are two different things.
learning. It is time for education to
approach. Unfortunately, an ad hoc
The traditional classroom works so
approach produces poor results and
why change it? explains this point
They are trying to replace teachers. I
to make learning even more personal
gives teachers, students and parents
in more detail (www.eschoolnews.
may lose my job.
and ‘human’. It is time we looked past
a negative impression of technology.
com/2017/02/23/classroom-works-
I have heard this over and over again
laptops to develop better learning. Our
However, when part of a well-
change/?all).
through the years. It is wrong and
students deserve it. n
20 | EDUCATION TECHNOLOGY SOLUTIONS
evolve. It is time to leverage technology
educationtechnologysolutions.com.au
Win 1 of 15 ActivPanels with the Promethean Grant Record a short, creative video that demonstrates why your school needs new technology Winning the Promethean Grant is an enormous achievement for a smaller have been chosen and it is a great reward for all of the hard work that was put Jo Sydes, Grade 1 Teacher, Woorinen District Primary School
Come and see us on Stand 414 to learn more about how to enter or register for an application pack by emailing:
ANZ@PrometheanWorld.com www.PrometheanWorld.com/au/grant
| PLUGGED IN
DO NOT LOOK BACK
22 | EDUCATION TECHNOLOGY SOLUTIONS
educationtechnologysolutions.com.au
BY KEVIN DALY
Because of the nature of schools and
ceiling on rollers to give a continuous
start writing on a whiteboard, your
education, logically we are always
work space. (That is ‘goggle’ not
back is to the class and often the class
looking forward, but as one of the
Google.) We were called ‘chalkies’,
are passively copying. Does this foster
principals I worked with said regarding
a term we still hear today. In time, of
the relationship? Is this good teaching
eLearning and technology, “I seem
course, the blackboard mutated into
and learning?
to be always forking out on the next
the ubiquitous whiteboard.
shiny thing.”
In short, no. It is also inefficient, particularly for secondary teachers
their shoulder today, they are probably
who commonly teach multiple classes
we do not always do – one critical
going to see a whiteboard, which has
of the same subject in different rooms.
question often missed is, does the next
been a solid, reliable teaching aid for
They can often find themselves writing
shiny thing improve learning outcomes
decades. There are some useful things
on a whiteboard, only to then rub out
or is it just a distraction to the learning?
to learn from whiteboards; for teachers,
their work before having to recreate it
Currently, 3D printing and virtual reality
they were a significant improvement
all again in another room.
are interesting case studies to consider.
on blackboards. Whiteboards were
Interestingly, there are a few things
Technology such as photocopiers,
We are preparing students for
also easier to use than blackboards
projectors, interactive whiteboards
the future, so looking forward to the
and much quicker to both write on
(IWBs) and the like have alleviated
next technology trend makes obvious
and erase, unless of course one made
some of this burden. However, with
sense. However, we do not always
the tragic but all too frequent mistake
every school I go into, there are still a
have the time or the energy to learn
of pulling a permanent marker from
significant number of teachers writing
from our past experiences. In this
their pedagogical holster instead of a
on the whiteboard with their back to
article, I will explore what teachers
whiteboard marker.
the class. One of the most frustrating
see and have seen when they have the
However, if we consider what
occurrences as a teacher who has to
makes a good teacher, it is often
share a classroom with other teachers
characterised by eye contact with
(aside from the occasional inadvertent
I taught for a long time. I started out
students, voice projection, physical
use of permanent markers) is to enter
with blackboards. This was back in the
presence and subject expertise. If we
a room only to find the whiteboard
un-PC days, when more aggressive
could say one granite-strong, gold-clad
completely filled with text and diagrams
teachers than me were quite good at
statement about teaching it is this:
accompanied by a note stating, “Please
throwing the duster at the naughty
teaching is fundamentally relational.
leave till Friday”. Sadly, you would
student. I remember when dustless
Students who comment on their ‘best’
sometimes go back in a fortnight and
chalk was breathlessly welcomed as a
teacher invariably mention something
the board was still full and the note
significant innovation. I remember the
like, “I felt like they were talking to me”
still there.
tilted blackboards on the wall, with a
or “they knew me”. To that end, when
tray at the front for chalk. Sometimes,
weighing new technology, one must
projectors (non-digital) and film. In
the chalk came in different colours. The
ask, what content and skill delivery
Victoria, you had to do a two-day
next new shiny thing for us to goggle at
package using technology can best
in-service to get your licence to fly
was the board that rotated toward the
support this dynamic? As soon as you
the machine. Then TV and video were
opportunity to reflect. As with many other baby boomers,
educationtechnologysolutions.com.au
If 90 percent of teachers look over
I also remember the days of
EDUCATION TECHNOLOGY SOLUTIONS | 23
| PLUGGED IN
going to be the solution. These are all
and teachers in that space don’t
now a real rarity in schools.
necessarily do this.)
The trend in many schools is
Projectors, while initially a cost-
to implement what appears to be a
effective solution, sometimes become
sound economic model initially – the
expensive as projector globes fail, filters
provision of front-of-room displays.
need replacing and remotes are lost.
For principals though, there is a
They often project onto the existing
tension between what they would like
whiteboard and there is a flare issue
to purchase, what they can afford
from the light source. Also, many do
and how quickly the next ‘must
not have the brightness to cope with full
have’ shiny thing makes what they
daylight, so you may have the added
bought redundant.
expense of blinds.
Here is an example of the problem:
One critical question often missed is, does the next shiny thing improve learning outcomes or is it just a distraction to the learning?
There are other solutions where
a flat screen TV with an Apple TV
you add a device to your whiteboard
or Chromecast dongle to provide
which tracks the teacher’s movements.
There are a few different types and
If we look all the way back to that
interactivity have good penetration
My experience with these in the school
makes available to schools, and many
blackboard, it is still a living memory
in schools. Similarly, projectors or
environment is that bits go missing,
schools are replacing their ageing
for many teachers, yet there are also
interactive projectors are common.
particularly in secondary schools
IWBs with IFPs. Some brands have
teachers who have only grown up with
Certainly, these solutions are a
where they need to be booked out
great software which is very focused
IWBs. We often talk about students
long way from the TV and player
and placed on the board before class,
on teaching and learning, whereas
being digital natives, but that is often
on a stand, but they have their own
then packed up at the end. Again, you
others come with very basic software
a gratuitous swipe at adults and, in
unique problems.
are very dependent on the quality of
or none at all. The beauty of IFPs is
fact, many students’ competence in
your projectors.
that the better ones behave just like a
the digital world is quite narrow or
big iPad, so they are easy for both the
superficial. However, in their world,
The flat screen TV in many schools is sourced as cost effectively as
Interactive whiteboards are an
possible from Aldi or the like and the
interesting subset of front-of-room
teacher and the students to interact
immersive games, holograms, virtual
school hangs them on the wall to keep
displays. There was a huge surge
with. Another attraction is their long
reality, augmented reality, artificial
costs down. Unfortunately, there is not
of IWBs in the days of Building the
life and the fact they will work in full
intelligence and technologies yet unborn
that much we can do with a flat screen
Education Revolution (BER) money,
daylight. A couple of brands provide
will be the norm. If we look to the future,
TV or non-interactive projector except
but schools found they were not used
digital whiteboarding functionality
maybe the front-of-room display will
show video, PowerPoint presentations
as much as they would have liked
so whiteboarding sessions can be
support holograms or collaborative
or the occasional website. In classes
them to be, considering the size of
saved, reused and pushed to student
virtual reality sessions.
where we see this being done, the
the investment. The common things
devices; this definitely provides
students are often passive and attentive,
we hear about this is that teachers
more productive time in teaching
must learn from the past and realise
but is there much learning and teaching
received little training and when things
and learning.
that simply deploying technology in the
going on? It could be described as a
did not work, they quickly reverted to
somewhat channelled or rigid form
their non-interactive whiteboards.
of content delivery. There are known
Many IWBs are coming to the
As an experienced observer of
To do this generation justice, we
hope it will do the job is not enough.
schools, as an ex-school leader
Worshipping the shiny and new because
and as a digital education trainer,
it is shiny and new is a cargo cult
health and safety risks to passive video
end of their life and are no longer
my perspective may have value for
mentality. Evidence, effectiveness and
consumption and it reinforces unhealthy
supported. We also see the ongoing
schools considering new technology
economics should drive the decision
patterns of sedentary behaviour.
issue that they are often totally
and the return on investment.
making. In five or 10 years’ time, the
To create interactivity, the teacher
dependent on the quality of the
When you are investigating
term ‘chalkies’ should be quaintly
may have an iPad linked to an Apple
projector. The projectors on booms
IFPs, look for a total solution where
meaningless. The baby boomers will
TV or a similar set up. This has some
often require calibration and interactive
the hardware and software work in
have passed from the classroom and a
similarities to the down sides of a
pens have an incredibly annoying habit
harmony to make the teacher more
new generation of education enablers
teacher at a whiteboard. We now have
of going missing, rendering the board
productive and the students fully
will take their place.
a nine-inch space, that has the teacher
incredibly difficult to use.
engaged. What you should be looking
So, when you do look back, think
for is a feature-rich board with great
about creating a teaching and learning
are presently the gold standard for the
educational validity and software to
space, not just a teacher display. n
classroom, but schools need to be
match. As budgets can be tight, you
the research points to the fact that
careful; not all are equal. Again, IFPs
also want something that comes in a
Kevin Daly has many years’
if we use an interactive display as
represent a big investment for schools,
range of options to suit your school.
experience with schools, he was
both a teaching and learning space
so you want a solution which you
Also, a key factor is to make sure
an experienced school leader and
where students rotate through and
know will improve learning outcomes
there is readily available content and
eLearning consultant. He currently
turn to explain their understanding,
and make the teacher more effective in
comprehensive training for staff so
works part-time for BBCdigital in
you get improved learning outcomes
the classroom.
you do not waste your money.
Port Melbourne.
often looking down and little opportunity for students to participate interactively. (I mention this because much of
24 | EDUCATION TECHNOLOGY SOLUTIONS
Interactive flat screen panels (IFPs)
educationtechnologysolutions.com.au
ETSP.
| COVER STORY
26 | EDUCATION TECHNOLOGY SOLUTIONS
educationtechnologysolutions.com.au
G O D S, GADGETS GREATNESS AND
Lessons from ISTE 2018 BY BRETT SALAKAS
it was Ganesh who helped me interpret all
Standing in the Chicago Art Institute, just
I had just spent the best part of a
down the road from the famous ‘Bean’,
week at the annual International Society
I was suddenly overwhelmed by what I
for Technology in Education (ISTE)
had seen. I had looked at more Renoirs,
Conference. This conference is one of
reminded me that education, and learning,
Picassos, Warhols and Monets than I had
the largest in the world, attracting well
is not new. While there may be new ways
ever seen in my life. I found myself transfixed
over 20,000 attendees every year. It is
of doing things and new tools to teach
by an ancient stone carving of the Hindu god
the place to go to see what teachers are
with, it is the quality of the learning that
Ganesh. From the time I first began teaching,
doing the world over with technology in
will stand the test of time. As teachers,
I had always had a strange connection with
their classrooms. It is also a great place
especially those who are constantly on
Ganesh. During my early travels as a young
to see what technology is coming next.
the hunt to learn and improve our craft,
teacher, I learned that Ganesh, the elephant
My head was buzzing from all of the new
we must keep in mind that the true
god, was the Hindu god of knowledge and
learning I had been exposed to and the
measure of all that we do is the quality of
as such was revered by many teachers.
beautiful art that I had just seen. However,
the impact on our students.
educationtechnologysolutions.com.au
that I had experienced. Staring at this ancient, stone statue
EDUCATION TECHNOLOGY SOLUTIONS | 27
| COVER STORY
IF YOU WANT TO GET A TASTE OF WHAT IS HAPPENING WITH TECHNOLOGY IN CLASSROOMS AROUND THE WORLD, THIS IS THE CONFERENCE YOU NEED TO VISIT. ISTE Superstars – Who to Watch and Who to Learn From
Tara Martin
who is pushing boundaries and doing
Tara Martin (@TaraMartinEDU) is
great things in education, you just need
can be daunting. Teachers from
There are incredible educators at
incredibly passionate and wears her
to look at the team that Carl has built
87 countries attended this year’s
ISTE and it would be impossible
heart on her sleeve. She is behind the
around him. If you are searching for a
conference that ended up hosting
to list everyone who inspired me
#BookSnap movement; a simple idea
model of leadership in a digital world,
a whopping 24,335 attendees.
there, but I would like to share seven
that is incredibly powerful and now
you cannot go past Carl Hooker. On a
There were 2,800 presentations to
amazing educators who you should
used by English teachers the world
side note, Carl has also breathed life
choose from, including 856 student
be following. They are doing brilliant
over. In a nutshell, a booksnap is
into the Ed-Tech Poetry Slam idea. I
presentations. If you want to get
things and they are great to learn from.
inspired by the Snapchat phenomenon
have now been involved in two of these
that teenagers love. Students or
events and they were both extremely memorable occasions. I hope the concept grows roots in Australia.
ISTE is overwhelming. The sheer scale of this conference
a taste of what is happening with
Cathy Hunt
teachers take a photograph of a page
the world, this is the conference you
Australia’s own Cathy Hunt is one of the
from a text. The student highlights the
need to visit.
rising stars on the international speaking
quote, fact or word that they connect
technology in classrooms around
circuit. The demand to work with Cathy
with. They use images, emojis and
Rabbi Michael Cohen
be difficult to manage. Having been
is not a result of the friendliness and
symbols to illustrate how they connect
Known as The Tech Rabbi
to ISTE previously, I knew that I had
empathy she exudes, although they
with that quote. This engages both
(@TheTechRabbi), Michael Cohen was
to prepare for the event. While the
are some of her strengths. The real
hemispheres of the brain; meaning
one of the stars at ISTE this year. He
conference comes with a custom-
demand for her stems from the way
students are building deeper, long-term
presented one of the most powerful
made app, I had also worked out
she has seamlessly integrated art and
connections with the work the teacher
keynotes of the conference. Rabbi
a personalised itinerary that I kept
technology. Follow her online
is setting. Tara is also the author of
Cohen spoke about creativity and the
stored in the cloud. I had back-up
(@art_cathyhunt) and be inspired by
a new book called Be Real: Educate
need to ensure its authenticity and
batteries for my phone and more
the work she does with her students at
from the Heart. I read this book on the
purpose in education. Choosing to do
charging cables than you could
St Hilda’s on the Gold Coast.
flight home to Australia. It was hard to
a keynote on creativity is a big call, as
put down.
many notable experts have covered this
The size of the conference can
poke an iPhone at. The conference is well stocked with charging points
Monica Burns
because, as you would expect with
Monica Burns (@ClassTechTips) is
Carl Hooker
famous TED talk on creativity is still
a quality conference, the workshops
one of the hardest working educators
Carl Hooker (@mrhooker) is one of the
the most watched TED talk in history.
are often very interactive and you
I know and she is completely
most innovative leaders in education.
Rabbi Cohen cleverly came at it from
needed your devices going to get the
committed to sharing her work and
He is a successful author of the
a different angle. He challenged the
full benefit of being there. The social
ideas with teachers everywhere. Her
Mobile Learning Mindset series, the
audience to embrace the fact that
media aspect of the ISTE conference
blog classtechtips.com is an absolute
Director of Innovation at Eanes ISD
innovation in education is not limited to
is a behemoth in itself. During the
must-read. She updates its contents
(which encompasses nine schools),
technology and that if we see school as
conference, the hashtag #ISTE18
incredibly regularly (I genuinely do not
the creator behind iPadpalooza and
the only place to learn we are missing
was used more than 150,000 times
know how she finds the time) and has
LEARNfest and is a proud Texan! Carl
out. One of his best lines of the talk was,
on Twitter and there were just over
created a complete treasure trove of
embodies the vision of leadership that
“A classroom is found everywhere, if
60,000 Instagram story views.
resources, tips and ideas for teachers.
builds people up. If you want to know
you look at it right.”
28 | EDUCATION TECHNOLOGY SOLUTIONS
topic publicly before; Sir Ken Robinson’s
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Teaching Kids to Learn... by Teaching Kids to Code
| COVER STORY Andrea Tolley
Amanda Fox
voice on integrating virtual reality (VR)
Institute, as well as my Top 5 Tech Take-
Andrea Tolley (@tolleya) is possibly
Known online as @STEAMPunksEDU,
into the classroom and is constantly
aways from ISTE. n
the least known educator on this list,
Amanda Fox is an up-and-coming
pushing technology to its limits. An
but that does not take away from the
superstar. She is definitely one to
inspiration with the use of Co-spaces,
#aussieED (the largest Australian
quality of her work. A tireless educator,
watch. Well-versed in all things
she is also a pivotal part of the VR
Ed-Chat on Twitter) and a moderator of
Andrea’s commitment to helping others
Science, Technology, Engineering, Arts
Podcast series.
multiple Twitter chats. He is a primary
means that she is a great teacher to
and Mathematics (STEAM), Amanda
connect with if you want to globally
has used her entrepreneurial skills
a short Vlog series. You can find the
past 18 years, has taught in South East
collaborate on a project. Her skillset
to establish a physical SteamPunks
videos on my new YouTube Channel –
Asia and Australia in both public and
is quite varied, but she is particularly
location where students can come and
Mr Salakas. On the channel you can find
independent schools. He is passionately
good at using OneNote and is a must
learn STEAM-related content outside of
an in-depth video linking my learning
committed to turning educational theory
follow if you are a Microsoft educator.
school hours. She is the leading female
to the Art found at the Chicago Art
into real classroom practice.
30 | EDUCATION TECHNOLOGY SOLUTIONS
During my trip to ISTE, I created
Brett Salakas is the founder of
school teacher/leader who, over the
educationtechnologysolutions.com.au
| FEATURE
32 | EDUCATION TECHNOLOGY SOLUTIONS
educationtechnologysolutions.com.au
THE EVER-CHANGING ROLE IN
DIGITAL LEADERSHIP BY RICK NOACK
How do you Lead a Digital School?
enhance student learning and teacher
valuable resource at their disposal
pedagogy. This simple approach allows
– their students! This group was my
years. Moving from the earlier roles of
Let us look at the John Kotter model –
staff to see that the way in which we
guiding coalition! This was the first
managers, financiers and disciplinarians
8 steps to Leading Change:
have taught in the past must change to
group of teachers to attend the IWB
to now the role of mentoring and
1. Create – a sense of urgency.
support the students of now.
Leading a Digital School with me and
coaching, and facilitating effective
2. Build – a guiding coalition.
pedagogical practices with an ever-
3. Form – a strategic vision.
2. Build – a guiding coalition
increasing load from the systems in
4. Enlist – a volunteer army.
With the realisation that the digital
3. Form – a strategic vision
which leaders work within. It cannot all
5. Enable – action by
world is within our reach and that our
So, we had the urgency created and
students are at risk of ‘missing out’,
a guiding coalition, but that was not
6. Generate – short-term wins.
a select few staff began to seize the
enough to lead the digital ‘revolution’
need to ensure that the best possible
7. Sustain – acceleration.
moment and question the changes
at my site. The energies were high and
opportunities are available for them
8. Institute – change.
needed in teacher pedagogy to
new-found learning was being trialled,
employ digital tools to enhance the
but what for? Where was this going
1. Create – a sense of urgency
learning outcomes for all, including
to head, what were the intentions and
themselves as educators. This is the
how would we know we were making a difference for our students? This
The role of the school leader has encompassed so much in the last few
be done by one person. As students enter schools, we
removing barriers.
to flourish and grow, to challenge and support them as they develop into effective global citizens in an everchanging digital world.
not just my leadership team.
The digital world surrounds us all and
group I turned my focus to. We began
Change is inevitable and leaders
as our students enter our sites they
with small group meetings of two to
was the defining moment for me as a
need to ensure that the best pedagogical
have already been exposed to a vast
three staff to share early thoughts and
leader. Through the careful planning
practices, in particular effective digital
array of digital tools. Students come to
potential possibilities using digital tools
and ‘planting of seeds’, the digital
pedagogical practices, are led in
school with this background swell of
in their classrooms. The group was
leadership had begun to sprout. It was
their schools.
digital access and in some instances
able to pose important questions in a
clear that a purpose and vision had to
are forced to leave the digital tools
non-judgemental environment where
be defined and had to be embraced by
teacher, ‘it is ok to do what you are doing
behind as they begin their educational
no one had the answers but instead
those willing to guide the digital change
now but it is not ok to stay that way in
learning journey. It is with this dilemma
posed more questions. This group
required. Through the small group
the future’. We need to evolve and refine
that I ‘create the sense of urgency’ for
was provided time to explore possible
meetings, I was able to support the
our pedagogical practices to ensure that
staff at my site. I provide my staff with
solutions, investigate possible site
group to identify what a digital school
we provide the very best for the students
short, current articles which support
directions and implications, dabble in
would look like, sound like and feel like.
of the day in a digital society.
the movement of digital tools to
their classrooms and enlist the most
At this point, it was time to dream big
I often reflect on the saying as a
educationtechnologysolutions.com.au
EDUCATION TECHNOLOGY SOLUTIONS | 33
| FEATURE
and set a vision for our site. We broke
and students to be the thoughtful risk
8. Institute – change
Sunshine Coast where I will present my
the vision down into three parts: our
takers and providing time for staff to
From the initial spark grew the ever-
journeys, both past and present, in my
10-year vision, five-year vision and
meet with one another and explore,
burning flame, increasing in intensity
workshop – OMG I’m Back in the Dark
one-year vision! From this point, the
share and open dialogue on the effect
over time. The digital change had
Ages. Again! n
group had defined the strategic vision
the digital tools were having on their
arrived and, as the digital leader at my
for our site.
teaching practice and student learning
site, it was important for the focus
outcomes gave rise to the second
of digital tools and technology to be
Hills West Primary School. Rick has
wave of wannabes.
embedded within all aspects of our
been a leader in schools since 2009,
school and community where it was
initially as an RBL coordinator focusing
6. Generate – short-term wins
seen as part of the culture of the site
on pedagogy and digital technologies,
and an expectation that the students
before moving into an Assistant
guiding coalition formed the initial wave
Any good digital leader knows
are globally connected learners.
Principal role, including leading digital
of change agents, with a few extra
that short-term gains support the
This remains the paramount focus in
technologies, and now as a Principal.
staff who had now been enticed into
continued growth towards the big,
digital leadership – to further enhance
He has a real passion for digital
the, as stated by them, “digital secrecy
audacious goals. It is this momentum
student learning outcomes in a global
technologies and their importance in
group”! As the leader, I sat alongside
and recognition which unleashed the
digital world at my site. This supports
enhancing student learning outcomes
each staff member, learning, exploring,
fire in many of the staff at my site.
the drive to maintain the effective
in schools.
creating and developing understanding
Sending my staff to the Leading a
change cycle.
with them and their students, but
Digital School Conferences over many
always providing the guiding questions
years has supported staff to come to the realisation that their dabbling,
John Kotter Model, 8 Steps to Accelerate Change
at the Twin Waters Resort, Sunshine
of “How will this improve student learning outcomes?” and “What
experimenting and implementing
Given that this is one of many change
Friday 17 and Saturday 18 August
are the implications for improving
digital technologies within their
models, as a leader of a digital
2018. Visit www.iwb.net.au for
teacher pedagogical practice with
pedagogy provide their students with
school, this model provides a useful
more information.
digital tools?” This was the exciting
a deeply enhanced curriculum. Staff
holistic approach to moving forward
time within our digital revolution as
were encouraged to celebrate their
with digital leadership and digital
leaders need to ensure that the best
staff and students flourished, failed,
successes with their peers, share their
technologies at any point within your
pedagogical practices, in particular
tried, created, explored, designed,
achievements and presented their
own site’s journey. For me, the digital
effective digital pedagogical practices,
embraced and even discarded digital
best pedagogical practices which had
school leadership story begins once
are led in their schools.
technologies. This was the wheel
embedded digital ICTs.
again as I embark on a change journey
4. Enlist – a volunteer army This is the time, as the leader, to engage with the staff who are willing to have a go and be the risk takers. The
and explore the digital train.
Rick will be presenting at the Leading a Digital School Conference Coast, Queensland, on Thursday 16,
Change is inevitable and
Any good digital leader knows
in a new site where the dinosaurs
that short-term gains support the
7. Sustain – acceleration
still roam! So join me at the Leading
continued growth towards the big,
As the digital leader of my site and
a Digital School Conference on the
audacious goals.
beginning to turn and many more passengers began to climb on board
Rick Noack is the Principal at Para
through the empowerment and
5. Enable – action by removing barriers
ownership of staff, digital technologies
With the staff and students actively
within our site improvement plan,
embracing the new digital change, as
leading to whole staff engagement with
the leader, it was key to remove any
digital tools specifically tailored to the
barriers in order for staff to truly see
individual needs of each staff member.
that the change was possible. School
Staff planned and ran their own
budgets were scrutinised to open
professional learning sessions and
up funding for the exploration and
included targeted pedagogical practice,
creativity to increase digital tool access
sharing where digital technologies had
to staff and students. Control over app
enhanced student learning. The focus
installation, filtering, software settings
questions now became, how do you
and installation were all handed over
use digital technologies, and how does
to the teachers. No longer did my
it enhance the learning for all your
staff need to wait for the IT person to
students? This continued to create
install a program or unblock a website
excitement and commitment from all
or online program. My leadership in
staff to embrace digital technologies
this supported staff to understand
within their classroom programs
that there was nothing to break and
in order to challenge and engage
that all would be good because we
students in a rich and meaningful
had a backup copy. Enabling the staff
global curriculum.
34 | EDUCATION TECHNOLOGY SOLUTIONS
and pedagogies became embedded
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CHECK OUT OUR WEBSITE www.educationtechnologysolutions.com.au
| FEATURE
36 | EDUCATION TECHNOLOGY SOLUTIONS
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PERKS OF A FLIPPED PRIMARY CLASSROOM
YOU CAN DO IT TOO! BY MATT BURNS
There are some teachers who think
screencasts as an instructional tool”
that the flipped classroom is just for
for the flipped classroom and all will
high school. I do not agree. In a sense
be well.
– it all depends how you define the flipped classroom. If your definition of the flipped
about today is the concept of using
classroom is “a classroom in which
screencasts, or ‘learning videos’, in
all the instructional content is viewed
order to help your students learn (in or
at home, and in which the homework
out of the classroom).
is done in class”, then yes, I would
educationtechnologysolutions.com.au
I hope that opens a few doors for you. All we are really talking
I have been doing this for five years
agree with you. The flipped classroom
in my primary classroom and I have
is probably not for primary schools.
seen the results. My classroom has
But I do not think that is an accurate
been transformed for the better. The
definition of the flipped classroom.
students’ learning has improved and
I prefer Aaron Sams’ definition (a
they prefer it. I have more time to work
leader in this movement), first posted
one-on-one with particular groups or
on his blog in 2011. When you read
individuals. Furthermore, I am able to
anything about the flipped classroom,
differentiate the curriculum to a degree,
mentally substitute “a class that uses
which I was not able to previously.
EDUCATION TECHNOLOGY SOLUTIONS | 37
| FEATURE
in an ad hoc manner, gather some
Australia in Year 5. They missed a
this point, what students cannot do
devices being more available to
information with the students about
very important writing lesson. The
with devices is debate, collaborate and
individuals, the latent growth of Wi-Fi
what they are specifically struggling
lesson itself was broken up into
empathise. Devices will not be able to
we have seen in classrooms and a
on. After this, students access a topic-
separate parts and took about one
facilitate the lesson; students still need
little creative thinking. That is it; in a
specific screencast that the pre-test
and a half hours. The lesson was not
each other and teachers.
nutshell, there are new technologies
has revealed they need some help
all lecture; there was plenty of ‘listen
available that can dramatically (for the
with. The screencasts contain brief
and do’ in the lesson. I made a very
front delivering one lecture to the
better) change how teachers teach. It
lessons and activities within. I am then
basic recording of the entire lesson in
class, in one place, at one time, at one
is not rocket science.
able to wander around the classroom
15-minute segments, as I taught it. I
pace? I think, given the Wi-Fi access
helping individual students as they
just used my ordinary old iPhone to
that we have today and the devices
screencasts or learning videos
need, whilst really the entire class is
record and the ‘old-school’ whiteboard
available to many students, those days
that you think you can use in your
receiving multiple different lessons
(not electronic). All the girls came in
are probably coming to a close. n
classroom (students tend to prefer
pertaining to their specific needs.
the next day, put on their headphones,
I suggest it is all down to personal
How can you do it? Make some
your own). The videos do not need to
Another classic example is the
accessed their devices, turned on the
But the days of standing out the
Matt Burns is the Stage 3
be Hollywood productions; they just
weekly spelling test. Are you still
lesson and caught up to the rest of
Coordinator and Tech Integrator
need to be.
reading out one list for all the students
the class.
at William Carey Christian School,
You can incorporate screencasts
to write down? Are you still waiting
I asked the girls if they felt a
Sydney, Australia. Previously he was
into the students learning in any way
for the slowest speller to move at the
part of the lesson. They said yes.
the Flipped Classroom Coach K-12 at
that works for you and the students.
pace of the class? You do not need
Subsequently, I saw the girls’ writing –
Inaburra School, Sydney, Australia.
Perhaps you could put them into small
to do it this way. You could record the
it was more than adequate. They were
Matt will be leading a Cohort
groups and have different groups
spelling list on YouTube and students
prepared for the exam. Of course,
workshop at FlipCon Australia 2018
engaged in different lessons pertinent
could access it at their own speed on
students will need devices. They will
– Flipping the Primary Classroom.
to their specific needs? (I tend to
separate devices.
also need headphones. This you will
Take a look at the program at https://
have to sort. Technology is changing
www.iwb.net.au/flipcon/au/program/
do this a bit.) A regular practice for
Recently, I had six girls away at
me is to perform a pre-test with the
the soccer competition. It was four
and so should teaching. Some people
Matt’s blog can be found at http://
students before the final summative
days before the yearly standardised
think that students cannot learn from
flippingmyprimaryclassroom.
assessment. In this way I very quickly,
(NAPLAN) testing we complete across
devices. That is simply not true. At
blogspot.com.au
38 | EDUCATION TECHNOLOGY SOLUTIONS
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| NEXT STEP
40 | EDUCATION TECHNOLOGY SOLUTIONS
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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
metaphor means that the equivalent
universally designed desk or kitchen
you hear the word ‘accessibility’?
means that deaf students can access
phenomenon is taking place online
bench can be easily lowered for
Most likely, it is the wheelchair sign.
videoed content. However, emergent
and/or in the digital sphere. So, for
someone in a wheelchair and raised
This means that there are larger sized
technologies have also introduced
example, even though screen-reading
for a tall person with back problems.
parking spaces, which are closer
new complexities. For example,
and dictation software were designed
Applied to learning, UDL means
to entrances, so that people can
graphic design has introduced images,
for blind people, we have a colleague
that with some forward-planning,
park accommodating vehicles and
fonts, colours and layouts faster than
with a shoulder injury who is using
accessibility does not need to be
reasonably access public places.
screen-reading technologies can adjust
it until she can once again use her
costly, cumbersome or stigmatising. In
to translate into spoken text that blind
arms to type. There are a lot of drivers
other words, by planning education that
students can access.
(without disabling conditions) who
accommodates the needs and wants of
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 often
The metaphor of electronic curb-cuts
educator’s teaching. Online, this
at the platform with the lecturer, rather
next to shops and other public places
has become the metaphorical image
means that the teacher presents the
than up in the seats with student peers.
such as hospitals. They were initially
for universal design for learning.
same materials in multiple ways. For
Educational accessibility goes
designed for wheelchair users, but are
The concept of universal design
example, the educator might post
much further than the physical sense.
used far more frequently by parents
came first (in architecture), and was
a podcast lecture, an explanatory
The advance of technology has levelled
pushing prams or trollies and by people
applied to learning later. Our stand-up
video showing the concept in
the playing field in some cases. For
on pushbikes. Adding electronic to the
desks result from universal design. A
context, the transcripts of that
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 remind 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
offer 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 universal design for learning and
teacher stopped using the accessibility
and not enough teaching staff and/or
accessibility are most powerful when
technology. The children who had
prohibitive fees.
considered as a value-add and a
In closing, it is essential to recognise
strength, as opposed to obligation and
visited her classroom the year before
When students are admitted,
and were now in her class asked her
they are often excluded, socially and
burden. We close this article with a
to start using it again – we like it so
educationally. For example – children
passage from our University’s Disability
much better when the teacher is easier
with disabling conditions are often
Action Plan in a section titled, Strength
to hear.
seen playing alone or with a paid adult,
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 in
and are much more likely to drop-out
change lives for students with disabling
not they have a disabling condition,
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
GAMIFICATION ST 1 EDITION:
HOW WE GAMIFIED OUR CLASSROOM BY PETE WHITING
Gamification as Mastery Almost four years into our flipped classroom practice, my teaching buddy, John, and I decided that it was time to move beyond flipped 101. Following attendance at FlipCon 2015, we knew that we wanted to move our students to mastery learning. We had dabbled in this before but had not had much success; following FlipCon we felt we might finally have the tools. Eventually, we settled on gamification as our key to mastery. It
Figure 1: Our ‘bible’ in this endeavour
made perfect sense to us as two men who had spent way too much time gaming ourselves – I would learn much later while recording our podcast that John was a mad WoWer in times past. I will write more about why we decided on gamification in a future post, but suffice to say the concept of beating bosses before you are allowed to move on really appealed to the Dungeons and Dragons (D&D) nerd in me.
What did we Gamify? Our school has allowed us to implement a cycle of action research
Figure 2: The field guide we could have used six months earlier
(AR). Usually, my approach – like when I started flipping the classroom for the first time – is an all-in, knock down the doors with enthusiasm kind of approach. Since we had started using
educationtechnologysolutions.com.au
EDUCATION TECHNOLOGY SOLUTIONS | 45
| LET’S TALK PEDAGOGY
XP were weighted the heaviest for
AR as our main form of professional
Level 2: Character
a very explicit way. It is a rewarding
development, we decided to run it as
We thought character development
process for those who do work when
an AR project to be a bit more objective
would be much more important than
contrasted to a punitive process for
Core videos fit under the Bloom’s
on whether or not the project worked –
it turned out to be. I think in future
those who do not do their work. The
category of Understand and
this meant we needed to be a bit more
editions of the game that we will get
hope here is to promote a positive
Remember. Side quests tended to
conservative in our approach.
back to this being key. We made our
and growth mindset when it comes
fall under Analyse, Apply, Evaluate
characters too complex. We stuck too
to players’ learning – they can always
and Create.
classes (both were parallel classes),
closely to the D&D-style character
get better.
my senior chemistry classes and
sheets. All we needed, it seems, was
So, how does a player gain XP?
John’s senior biology class. To see
for a character to have a name, a job/
By doing things. It is that simple. Each
The students had access to this
what their online platform looks like,
guild and a stat block.
task that students complete gains them
spreadsheet that allowed them to keep
We chose our Year 8 science
these tasks.
XP were originally recorded for each class in a Google spreadsheet.
check out the class website at https://
We used the jobs/guilds to break
XP. The XP are linked to their end-of-
track of the work that they had or had
sites.google.com/site/catfisheducation
the students into groups based on what
semester grade and the tasks fall into
not done.
they thought their strengths were in
several categories:
How did we Gamify our Classroom?
the class. For example, each party (an
• Core videos: These are videos for
RPG term for a group/team) has three
the flipped classroom that must
It is all set up to look like an old-school
to four members from different guilds
be done to progress. These are
Level 4: HP
role-playing game (RPG). As I said, I
– engineers, mathematicians, librarians
the lowest level of quests (tasks)
While obviously we hope the students
am a D&D nerd. I have always played
and reporters. The players did not have
as far as XP are concerned,
will do the work we set for good intrinsic
D&D or some variant. Put simply, D&D
to be experts in these areas – just
although more can be gained by
reasons, this will not always realistically
rules and all teachers should be playing
where they were more comfortable
asking questions or answering the
be the case. HP, also known as hit
it for lots of reasons – but more on that
and could start to take leadership
questions of their peers.
points, are the class’ discipline system.
in a future post also.
roles there. The stat blocks were a set of five
• Side videos: These are videos
When a player levels up, they gain HP (hit points) and items.
Players start at Level 1 and have limited
that are supplementary and are
HP. If a student breaks a rule then they
Level 1: Story
stats that were subject relevant. The
not required to progress through
lose a corresponding amount of HP.
Casual games and casual gamers are
players could start with a five in each
the game. XP rewarded for
Early on in the year, when a teacher
a great trend – growing massively
stat or break up a total of 25 based
these activities are higher than
might need to be more strict, player
thanks to mobile technologies. What
on what they thought their strengths
core videos.
death comes a bit quicker.
I feel makes them ‘casual’ is their
were. The stat block was vital to the
lack of story and immersion. This
game and served as a self-reflective
compulsory tasks. Core quests
is attacked in mob attacks and his HP
is the opposite of what we wanted.
tool. Whenever the players levelled
need to be done and are worth
falls below zero. At zero HP, a student
We wanted something immersive
up or completed certain tasks, they
more XP than videos. For
receives a punishment – we called
with longevity. If this was to have the
were able to add points to the skills
our classes, these included
this a throw of woe. We used a D12
rewards we thought it would (and
in their stats where they felt they
presentations, experiments,
(twelve-sided die) with punishments
ultimately did), then it was going to
had improved.
research tasks and so on. The
of various severities (extra tasks, class
XP were weighted (hopefully)
presentations, clean a lab, loss of
according to the time required.
XP and a 1/12 chance of completely
need to go the distance. If you do not want to invest in a long story, at least
Level 3: XP and Levels
come up with a theme (that is what we
The cornerstone of the game was the
did) and let the students tell the story
XP and levelling system. XP stands for
from there.
experience points. XP is how players
• Core quests: These are all
• Side quests: These were tasks that were extra to the core quests. The
Player death occurs when a player
escaping any punishment – the mighty hammer of justice misses this time).
show they are progressing through the Here are some themes that we have
game and is a way of marking their
used or toyed with:
achievements. When a player gains
• post-apocalyptic Earth
enough XP, he moves to a new level –
• colonising Mars
he levels up.
• stuck on a desert island/survival • historical adventure.
The XP and level system is the toughest part of a game to get right. Even after quite a lot of tweaking, I
Basically, it could be any adventure
feel as though it still is not balanced
scenario. All we really needed was
quite right. The coolest thing about this
a hook from which to hang the
though is that XP are accretive. Players
curriculum. The other reason we found
can only gain XP; they cannot lose
it so appealing was that it lends itself to
XP (except in special circumstances).
project-based learning as well. In fact,
Players can monitor their growth
Figure 3: Bloom’s Taxonomy in the flipped classroom looks more like a diamond;
that was our original goal.
and progress through the course in
not quite a dimaryp
46 | EDUCATION TECHNOLOGY SOLUTIONS
educationtechnologysolutions.com.au
While obviously we hope the students will do the work we set for good intrinsic reasons, this will not always realistically be the case. the students in our game. Although
working in my Gamification Cohort at
ladies are encouraged to be their own
RESCON Australia at Monash University
saviours in Operation Midnight Pheonix.
in Melbourne on 14 and 15 September
Boss battles are how we solved this problem. Players must defeat mini-
2018. Visit www.resconaus.com for more information.
bosses and epic bosses. Mini-bosses occur in the middle of the unit and they
Acknowledgements
are signposts along the way. To move
When we started this journey, we
on to the next sub-level of the game,
did not have much of a roadmap and
players have to beat it by scoring 75
we relied a lot on journal articles,
percent or above. Players must show
blog posts and our experiences as
mastery. This is the same for the end of
gamers. Eventually, we started to
each level where the players battle the
really need some more guidance. For
epic boss.
this guidance, we leant very heavily
Boss battles are essentially Google
on the work of Lee Sheldon and a
Figure 4: XP earned for various types of tasks – note that XP increase as you move
Forms that are set up as quizzes. The
little later on the work of Matthew
further up Bloom's Taxonomy
new format of Google Forms allows
Farber. Their books have been
them to be graded individually within the
absolute touchstones for us. Lee
user interface. It is an absolute dream.
Sheldon’s work in particular inspired
Level 5: Items
Next, we planned our videos and
Grading can be done automatically
many revisions to how our game ran.
Players receive items and powers that
activities which needed to meet these
(with pure multiple choice) or as a
Unfortunately, Farber’s book came
they can use in class whenever they
standards at a minimum. These made
combination of automatic marking
a little later in the journey. It is an
level up or complete certain tasks.
up our core quests and core videos.
and teacher grading, giving individual
excellent book though and I cannot
Generally, gamification has resulted
Side quests were made up of the extra
feedback. It is very easily done on a
recommend either of these books
in higher intrinsic reward in players’
tasks that could (hopefully) lift a player
clean and easy-to-read interface. The
highly enough. Both are still being
education, but this has provided a buff
from an average student to an A-level
results can then be forwarded with
relied on constantly in our revisions.
in the terms of extrinsic reward.
student or a L337 player.
individualised feedback to the students.
Get these books ASAP if this is
They know what they need to work on
something you are considering. If you
to master this level.
only get one, go for Sheldon, but both
The syllabi were given to the Level 6: Quest Log (Syllabus Design)
players as a quest book – this can be
Now that we had a rough idea of what
seen at https://www.catfish.education/
Boss battles like this are great
are excellent. n
– students always see that they can
the game should look like, it was time to map the syllabus to the game. For
Level 7: Mastery and Boss Battles
get better. Losing a battle is a chance
Pete Whiting is a science,
us, this meant a quest log/quest book.
This is where we feel that this system
for students to lick their wounds and
chemistry and biology teacher at
So we got to planning. We looked
works well for mastery. Just as Mario
work out how they can beat it next
Kinross Wolaroi School in New South
at our syllabi and worked out the
cannot rescue the princess in his
time. That is the awesome sauce here
Wales. He can be contacted via email
outcomes that needed to be mastered
slightly heteronormative display of
with gamification. Students do not go
pwhiting@kws.nsw.edu.au. Follow him
to be competent in our subjects and
rescuing a damsel in distress without
backward – only forwards.
on Twitter @mr_van_w or visit www.
mapped them into a running order.
passing all the obstacles, neither can
Come and spend the day with me
mrvanw.com for more information.
Figure 5: Just as Mario cannot move on without passing all the obstacles, neither can the students in our game
educationtechnologysolutions.com.au
EDUCATION TECHNOLOGY SOLUTIONS | 47
| PROFESSIONAL DEVELOPMENT
48 | EDUCATION TECHNOLOGY SOLUTIONS
educationtechnologysolutions.com.au
BY KELLY HOLLIS
THE FLIPPED CLASSROOM, MASTERY MODEL AND EDUCATION PERFECT: A PERFECT COMBINATION The flipped classroom model has been
space (as well as the digital
identified as a pedagogical pathway
learning space) and provide
for teachers to follow to move toward
students with a choice of when
more powerful learning and teaching
and where they want to access the
strategies by leveraging the technology that is emerging to deliver lessons
information needed. • Learning culture shift: the culture
(Bergmann & Sams, 2014). The flipped
in the classroom changes from
classroom is an active, student-centred
a teacher-centred to a student-
approach that was formed to increase
centred approach where the
the quality of face-to-face time spent in
teacher goes from the ‘sage on the
classrooms (Ozdamli & Asiksoy, 2016).
stage’ to the ‘guide on the side’. • Intentional content: the flipped
educationtechnologysolutions.com.au
Flipped learning allows teachers to
classroom needs a teacher who
provide their students with:
is able to evaluate what content
• Flexible learning environments:
needs to be taught directly versus
where they are able to implement
the content that can be explored
a variety of learning models,
outside the classroom. This will
physically rearrange the learning
maximise classroom time to allow
EDUCATION TECHNOLOGY SOLUTIONS | 49
| PROFESSIONAL DEVELOPMENT
students to explore other learning
‘remember and understand’ levels of
strategies such as problem-based
Bloom’s outside the classroom without
learning (PBL) and peer-instruction.
their teacher, reserving time spent in
• Professional educators:
class for the higher order levels of
teachers need to be reflective and
thinking, including creating, evaluating,
collaborative when implementing
analysing and applying (See & Conry,
the flipped classroom model. The
2014). These activities usually take a
role of the teacher shifts from one
longer period of time to complete and
of content delivery to one where he
often require the support and input of
or she mentors the students.
the classroom teacher. The traditional
(Hamdan, McKnight, McKnight &
classroom model sees students often
Arfstrom, 2013)
take notes from the board or read information before completing project
The implementation of a flipped
tasks at home. Flipping this process
classroom model also allows
allows for those higher order activities
educators to shift the lower end
to be explored where students feel
of Bloom’s Taxonomy out of the
safe and supported. Subjects that
classroom (Sams & Bergmann, 2013),
consist of educational content that falls
allowing them to be present with their
within these lower levels of Bloom’s
students while they are facing more
Taxonomy are those that may benefit
difficult activities. By completing a
the most from a shift towards the
Image: Williams, Beth (2013). How I flipped my classroom. NNNC
range of easily achievable activities
flipped classroom model of teaching
Conference, Norfolk, NE.
at home, students interact with the
(Sams & Bergmann, 2013).
50 | EDUCATION TECHNOLOGY SOLUTIONS
educationtechnologysolutions.com.au
With advances in technology
of ways, including simple text with
how the students have interacted with
occurring all the time, educators are
keywords highlighted, short videos
this material. This will help to guide
in possession of a paradigm-shifting
or a combination of both. After
the teacher on how to start the lesson
toolbox that will help them change the
students have been introduced to the
where the students will be further
shape of education and enhance the
content, the platform assesses their
exploring this content. Through the
student learning experience (Albert
understanding of this through a range
mastery model, most students should
& Beatty, 2014). The wide range of
of question types. A cycle of content
have been able to develop a grasp of
technology available to educators
learning and assessment continues
the content by completing the Smart
today enables them to provide students
until the lesson is finished; however,
Lesson and therefore the class should
with access to more advanced
students are only able to move forward
be able to participate in activities that
content, the tools for constructing
once they have mastered each section.
allow much deeper understanding of
and sharing created products as well
the concepts being covered.
as opportunity to develop critical and
education has been linked to higher
After introducing the flipped
creative thinking skills (Siegle, 2013).
intrinsic motivation and enjoyment,
classroom model, class time is now
For those who are looking to
positive affect, engagement, deep
able to involve more problem solving,
explore flipping their classroom,
learning and persistence in students
creation and investigation – whether
Education Perfect (www.
(Simon et al, 2015). It has been found
it be in practical work or research
educationperfect.com) is one tool
that when students realise that it is
activities – with students working
that provides teachers with an
the process that helps them to build
with their teacher as a mentor rather
online learning and assessment
their understanding and expertise in a
than provider. Collaboration and group
platform for languages, English,
particular field that they are studying,
work become the norm, with the
maths, science and humanities. The
they are more willing to put the extra
whole class working together towards
platform includes content to suit the
effort into their learning (Cushman,
the common goal of improving the
Australian Curriculum, as well as the
2015). The Education Perfect platform
outcomes of all students in the class.
state-specific syllabus from NSW
helps to enhance this process by
and Victoria.
adding an element of gamification
a free teacher login by visiting
by awarding the students points for
www.educationperfect.com
Education Perfect has been
All teachers are able to sign up for
designed to focus on mastery and
completing activities, which place
customised learning. It supports
them onto a school-wide and global
admin@interactivemediasolutions.
learner-centred approaches where
scoreboard. By introducing the idea
com.au n
each student is able to work at his or
of games and point scoring into
her appropriate level and pace based
these kinds of activities, students
on his or her actual existing skills
may be more willing to share their
Science Coordinator with a
and knowledge.
expertise as it is an area that they
demonstrated history of working
are passionate and motivated about.
in the education management
to easily assign students work to
This is evident as when the students
industry. Skilled in Educational
complete before they arrive to class.
become passionate, they will be
Assessment, Coaching, Lesson
This introduces concepts to the
inspired to play and then go discuss,
Planning, Educational Technology,
students outside of the classroom
modify, research and explicate
and Instructional Design. She is
space, a concept that aligns with the
everything about the game that they
an administrative professional
flipped classroom model. The Smart
are playing with others (Gee, 2012).
with a Master’s Degree focused
Lessons produced by the Education
Before arriving to class, teachers
Education Perfect allows teachers
educationtechnologysolutions.com.au
The mastery approach to
For a full list of references, email
Kelly Hollis is an experienced
in Knowledge Networks &
Perfect Content Team introduce the
are able to analyse the detailed data
Digital Innovation from Charles
concepts to students in a variety
provided by the platform to understand
Sturt University.
EDUCATION TECHNOLOGY SOLUTIONS | 51
| FEATURE
INSPIRING HUNTER GIRLS TO BE STEM WOMEN
RDA HUNTER AND THE TECH GIRLS MOVEMENT PARTNERSHIP BY KATE O’MARA
52 | EDUCATION TECHNOLOGY SOLUTIONS
educationtechnologysolutions.com.au
Business, industry, government and
from years nine to 12 in readiness for
they regularly participate in ME’s
inspire girls to elect STEM subjects,
peak body associations agree: the
the jobs that industry will require in
STEM development activities. Of the
as well as to help them understand the
need to diversify the workforce is
the future.
Group Ones, three are Department
industry applications of studying these
of Education (DoE) schools, three
subjects and the career opportunities
crucial. According to The Australian
The ME Program also works to
Industry Group’s (Ai Group) National
diversify the cohort studying STEM
are Catholic, one DoE selective and
which open up for them,” continued
Manager – Workplace Relations Policy,
and, in particular, aims to promote the
one Independent.
Mr Evans.
Nicola Street, given that employment in
defence sector opportunities available
Science, Technology, Engineering and
to girls. Participation in programs
participation by a core group of
Girls are SuperHeroes program, Dr
Mathematics (STEM) occupations is
such as Tech Girls are SuperHeroes,
schools has enabled collection of a
Jenine Beekhuyzen works to build
projected to grow at almost twice the
sheflies, STEM-Ex and Aerospace
reliable data set across shared ME
the skills and confidence of girls
pace of other occupations, increased
Industry Careers Days are a critical
activities. Analysis of data reveals
in STEM. Dr Beekhuyzen’s global
female participation in occupations and
component of ME delivering an
significant achievements in the
network, which extends to Europe, the
industries that require STEM skills and
increase in the number of girls studying
participation of female students in the
United States and Asia, and includes
qualifications is critical for industry to
STEM and considering careers in the
Group One cohort of 1,389 students:
research collaborations with Deakin
future-proof its STEM workforce.
defence industry.
• Enrolments in Year 11 engineering
University (Australia), QUT (Australia),
This assertion underpins Regional
“We value the partnerships
This regular and long-term
Futurist and founder of the Tech
studies have increased from 1.4
the University of Muenster (Germany),
Development Australia (RDA) Hunter’s
with industry, schools and the
percent in 2016 to 2.6 percent in
and the University of Liechtenstein
STEM workforce development
Commonwealth Government that have
2018 – both well above the NSW
(Liechtenstein), reinforces the
program, ME. Underwritten by and
strengthened over the many years
average of 0.3 percent, which has
worldwide need for gender diversity.
delivered in close partnership with
we’ve been honing our ME Program,”
been stable since 2016.
the Australian Department of Defence
said RDA Hunter’s Chairman, John
since 2009, ME’s aim is to upskill,
Turner. And, we have leveraged
maths have increased from 15
being one of only a handful of women
grow and diversify RDA Hunter’s
these relationships to ensure the
percent in 2016 to 21 percent
in the sector, I asked myself why,” said
workforce – especially in support of
relevance and outcomes focus of our
in 2018.
Dr Beekhuyzen.
the defence industry.
STEM activities.
The ME Program is part of RDA
“ME is a successful, truly
• Enrolments in Year 11 two-unit
• Maths Ext 1 enrolments are
“There’s no doubt that IT is a maledominated field, globally. After years of
“Like any other field, I thought, it’s
comparable with the NSW average
an area that anybody can build skills
at 6 percent.
in and the job opportunities are huge
Hunter’s STEM Workforce Initiative,
industry-led model that we are
which delivers life-stage specific
extremely proud of. It is emulated
“We have seen a marked increase
and growing all the time. So why don’t
education programs to create a pipeline
widely because it works and we are
in the participation of girls in our
girls consider it as a viable career?
of opportunities and activities for
thrilled by the latest figures that show
programs. Of note is the number of
The evidence told me that girls opt out
students from eight years of age to 18,
more girls are increasingly engaging
girls that have enrolled in engineering
of STEM at six years old – in part due
in preparation for STEM careers.
in our STEM programs and becoming
studies in 2018,” said RDA Hunter’s
to a lack of visible female role models
aware of the many and various career
STEM Workforce Manager, Rick Evans.
but also due to a lack of understanding
The ME Program facilitates formal partnerships between Hunter industry
opportunities that STEM in defence
and high schools to make curriculum
opens up for them.”
“These results are a reflection
of what STEM professionals actually
of the programs we’re currently
do. And that’s how the Tech Girls
The ME Program currently partners
implementing. Programs like Tech
Movement began.”
awareness of defence industry career
with 47 Hunter high schools. Of these,
Girls are SuperHeroes and sheflies
pathways. It has a strong focus on
eight are considered Group One, or
that have been specifically designed
for diversity in technology and has
developing STEM skills in students
high engaging schools, meaning
by professional ‘STEM women’ to
a strong background in academic
more workplace relevant and build
educationtechnologysolutions.com.au
Dr Beekhuyzen is an advocate
EDUCATION TECHNOLOGY SOLUTIONS | 53
| FEATURE
“Sometimes identifying the
publishing on gender and IT. She
the area in which RDA Hunter’s ME
something different for us but we loved
is the Asia-Pacific representative
Program has recently engaged with the
it – we felt comfortable to share our
problem is the hardest part of the
for the Association for Information
Tech Girls Movement. Implementing
ideas, brainstorm and speak freely.”
process, but all the girls came up
Systems – National Center for Women
its Entrepreneurship in a Day Program
in Technology (US) and the United
with four Hunter high schools in
it’s normally the boys who take the
potential solutions and then designed
Nations Principles for Responsible
May 2018, RDA Hunter was able
lead – we use their ideas and they
apps that could help the general
Management Education (PRME)
to connect more than 80 students
project manage but this activity was
public better tackle these issues – e.g.
Coordinator of the global repository on
directly with Dr Beekhuyzen and her
really different. It was a challenge
catering for coeliacs, mental illness
gender and technology.
innovative program.
because we weren’t used to backing
and anxiety, study aids, littering, and
Approximately 20 students from
our own ideas but we felt more
what to wear each day.”
positive female STEM role models
each participating school – Tomaree
invested and really wanted it to
– if you can’t see it you can’t be
High School, St Philips Port Stephens,
succeed because it was our work.”
it! – as well as giving girls access to
St Pius X High School and Lambton
technology and programs to help build
High – were immersed in the two-hour
worthwhile and we really enjoyed
decided to continue with Tech Girls
their skills and confidence. So, I work
program that saw them participate in
working together, so we’ve decided
and enter our international competition.
through the Tech Girls Movement to
coding activities and the design and
to continue with the Tech Girls are
It takes courage to put yourself and
present women working in STEM as
development of an app to address a
Superheroes competition. We know
your ideas forward, but our work, as
mentors and ‘superheroes’ and feature
world problem. Facilitated, rather than
its school work and we’re learning but
well as providing technical knowledge,
them in our Tech Girls Are Superheroes
taught, by Dr Beekhuyzen, the program
it’s fun and gives us the opportunity to
gives girls the moral support and
books in their STEM alter egos – I’m
imparted important practical skills
meet interesting people. Seeing women
the positive environment that leads
Jewella!”
while also building girls’ enterprise
like Dr Beekhuyzen who are really
to the confidence to do just that. I’m
skills by allowing them the freedom
smart and who have taken their interest
really proud and can’t wait to see how
solve important community problems
to self-manage their time and their
in science subjects and turned it into a
Bethany and Doeun progress their
with technology skills and business
project outcomes.
job is inspiring. It’s opened our eyes,
concept,” continued Dr Beekhuyzen. n
“I’m passionate about promoting
“We also inspire young women to
acumen through our annual online
Tomaree High School Year 10
“In our science and tech projects,
“We thought our idea was
with interesting problems, identified
“I’m really pleased that Bethany and Doeun embraced the opportunity RDA Hunter provided and have
a bit, to what’s possible,” Bethany and Doeun continued.
Search for the Next Tech Girl Superhero
students Bethany Phillips and Doeun
competition. And we run hands-on
Kim participated in the session.
Dr Beekhuyzen said, “The Hunter
workshops for entrepreneurship,
“The Tech Girls are Superheroes
girls were amazing! They embraced the
specialist with a background in
robotics and electronics,” continued
program was a great experience. The
concept and worked diligently, both in
regional development. For more
Dr Beekhuyzen.
independence to work in small groups
groups and individually, to design apps
information, contact RDA Hunter at
without step-by-step instruction was
that would help people – that solve real
admin@rdahunter.org.au or
awesome. The all-girls format was
problems.”
Rick Evans on 0434 489 609.
Solving community problems with the assistance of technology is
54 | EDUCATION TECHNOLOGY SOLUTIONS
Kate O’Mara is a freelance project director and strategic communications
educationtechnologysolutions.com.au
Follow us on Twitter twitter.com/EdTechMagazine
| TEACHING TOOLS
56 | EDUCATION TECHNOLOGY SOLUTIONS
educationtechnologysolutions.com.au
educationtechnologysolutions.com.au
WHY DO MY STUDENTS' GRADES IMPROVE WITH FLIPPED LEARNING?
BY STEVE GRIFFITHS
Just like all teachers, at the beginning of the year, I check out the available data on my new students regarding their grades last year. I then promptly forget this information due to the frenetic pace of the first few weeks of term. I then get to know my students in my in-class flipped mastery classroom and make my own evaluation. I think that I am able to predict those students who will get As in my subject because they demonstrate grit and agency, and are progressing through the course well. So, I was surprised when I went back to the data and found that a good number of students that I thought would get As actually got Cs last year. I naturally reflected on what was going on here. I think the explanation
EDUCATION TECHNOLOGY SOLUTIONS | 57
| TEACHING TOOLS
is that the students respond well to
requires students to do meaningful
differentiated instruction and support
a flipped learning classroom and
learning activities and think about
for every student every day. By
students respond well to the flipped
my students had not previously
what they are doing.” Active learning
interacting with every student, in
classroom are because of the
experienced it. So, what is it about
has been found to increase student
every class, the teacher can tailor
increased active, student-centred
flipped learning that is most likely
performance (Freeman et al, 2014).
his or her support to the individual
learning, the differentiated instruction
to benefit these students? I think
Flipped learning is a pedagogy that
student, if and when the student needs
and the rich relationships. Perhaps
there are a number of reasons why
facilitates students to engage in active
it. In a traditional classroom, it is often
there are other reasons as well. All
my students respond favourably to
learning (Abeysekera & Dawson,
the best students that get the most
I know is that many of my students
flipped learning.
2015).
attention from the teacher because
show significant improvement in their
they are asking and answering the
grades in the flipped classroom.
Flipped learning emphasises
The reasons I think that my
Active, Student-Centred Learning
student-centred, active learning in the
questions. In a flipped classroom, the
group space through a variety of rich,
students that struggle the most get
first assessment has now been graded
In Alison King’s (1993) seminal
meaningful learning experiences that
the most help. According to Bergmann
and it has confirmed my suspicions
work from Sage on the Stage to
explore concepts in greater depth and
and Sams (2012), this may be the
that students are performing better
Guide on the Side, she says that
complexity and support the students’
single most important reason students
this year in a flipped classroom.
students are not empty vessels filled
construction of knowledge (Bergmann
thrive in the flipped model.
passively by an instructor lecturing
& Sams, 2012; Talbert, 2017).
content, but instead understanding is actively constructed. Flipped
Differentiation
Postscript to this article is that the
Please join me at FlipCon NZ or FlipCon Australia where I will be
Relationships
running a Cohort and presenting a
Jo Boaler (2002) says that interactions
break-out. Visit www.flipconaus.com for more information.
learning increases the amount of time
Flipped learning allows all students
between students and the teacher and
students spend engaged in active
to work at their own pace. In the
between students are an essential part
learning because the teacher is not
individual space, they can pause and
of a student’s learning and development.
admin@interactivemediasolutions.
the ‘sage on the stage’ but the ‘guide
rewind the video as often as they like,
The interactions between students
com.au n
on the side’.
they can take a little longer to take
and the teacher in a flipped classroom
better notes and they can go back and
are more frequent than the traditional
re-watch the videos later.
classroom model and enable teachers
teacher at Cavendish Road
to build better relationships with their
High School in Holland Park,
students (Bergmann & Sams, 2012).
Queensland, Australia.
Prince (2004) defined active learning as “any instructional method that engages students in the learning process… Active learning
58 | EDUCATION TECHNOLOGY SOLUTIONS
The role of the teacher in the flipped classroom also allows
For a full list of references, email
Steve Griffiths is a science
educationtechnologysolutions.com.au
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| GET CONNECTED
WHEN THE SK Y IS NO LONGER THE LIMIT D E E P S PA C E E X P L O R AT I O N W I T H G AV R T
60 | EDUCATION TECHNOLOGY SOLUTIONS
educationtechnologysolutions.com.au
BY MURRAY C. HENSTOCK
I’m sitting in a classroom in Sydney, working with educators from all over Australia and the United States, connecting online to a 34m wide Deep Space Radio Telescope in Goldstone Apple Valley, California, measuring radio waves from a galaxy 65 million light years away… and I’m in control. This was my thought as I pressed the
access, and record and analyse radio
TRACKING command on my computer,
signals from a wide number of sources
sending a signal to California in the
found in the observable universe.
United States, causing a 500-tonne
From quasars and galaxies millions of
piece of machinery to begin moving
light years away to the magnetic flux
where I told it to go.
of planets closer to home like Jupiter
Run in conjunction with the
educationtechnologysolutions.com.au
and Saturn, the data gathered by
National Aeronautics Space
students through the GAVRT program
Administration’s (NASA) Jet Propulsion
is real data, from real sources and is
Laboratory (JPL), the Goldstone-Apple
making real contributions to scientific
Valley Radio Telescope (GAVRT) is
understanding. There are also real and
one of a small number of large radio
immediate applications the students
antenna being used for educational
can contribute to through their work.
outreach programs around the world.
As teachers, we gathered for a
Since its official decommission from
workshop with GAVRT representatives
NASA’s service, it has been made
Len Ricardo (former Operations
available for students to gain remote
Manager at Canberra Deep Space
EDUCATION TECHNOLOGY SOLUTIONS | 61
| GET CONNECTED
Communication Complex), Dr David
other senior subjects, including ICT
to make use of the GAVRT antenna
own analysis that will assist them in
Jauncey (Commonwealth Scientific
and maths.
will have never had the opportunity to
piloting the JUNO satellite through the
connect what they do in the classroom
very narrow ‘safe’ passages inside
and Industrial Research Organisation
In addition, it was evident how
– CSIRO) and Shannon McConnell
these activities can support the Stage
to the wider world, let alone the
these magnetic fields is an example
(NASA JPL) to learn how to operate
4 and Stage 5 components of the
much wider galaxy and universe. The
of how students can contribute to real
the GAVRT antenna remotely and how
Physical World and Earth & Space
dawning realisation of just what the
and immediate science with long-
to engage students in the three main
syllabus units. From electromagnetic
implications of these activities mean
term implications.
outreach programs currently being
spectrum to the life cycle of stars,
will take a while to sink in but, when
offered through the GAVRT program.
components of the universe, planetary
they do, the effect on the students will
advantage of what I have learned
Over the course of two days, we
characteristics and features, through
be profound.
through this process and the
were to become the first Australian
to space exploration and long-distance
educators to learn how to measure the
communication, mathematical
from using the GAVRT to measure
beginning to grow as I put in place the
magnetic flux of Jupiter and contribute
computation, data limits and analysis,
and record a wide range of radio
pieces to allow us to get access to
to NASA’s monitoring and planning of
building a wide range of numeracy
frequencies across a patch of sky
the GAVRT antenna and start making
the current JUNO Space mission, take
skills and ICT capacity, the GAVRT
and subsequently analysing the data,
cosmic recordings of our own.
measurements of distant quasars and
program has something to offer
instructing the computer to ignore
galaxies and record and analyse broad
all students.
obvious signs of interference or
Australia and Macquarie University
The second major highlight came
I have already begun to take
excitement with my students is
Thank you to One Giant Leap
localised radio sources in an effort to
for hosting and organising the
ongoing search for possible evidence
in their support and willingness to
uncover the elusive signals from the
workshop; without your support these
of extra-terrestrial intelligence as
share their experiences with us,
distant reaches of our galaxies that
opportunities would not be possible for
part of the Search for Extraterrestrial
making the learning experience much
only last for a second or two in a very
our students.
Intelligence (SETI) program.
more engaging and meaningful.
narrow radio band of frequencies.
Within a short period of time we were
Once found, these ‘bleeps’ indicate
skies and together we will see what is
to get students active and involved in
operating the equipment confidently
a possible source of radio data that
out there. n
these programs, operating the antenna
and generating many ideas on
could be the result of intelligent
remotely, recording, analysing and
how we could use this capability
life. This exercise highlights the
discussing the implications of the data.
in our classrooms, schools and
importance of repetition and scientific
teacher with the NSW Department
local communities.
methodology, for if the same signal
of Education and has a passion for
is found in the same place with the
space science, astronomy, robotics,
spectrum radio frequencies in the
The key aim was to discover how
The hands-on practical learning
All three facilitators were amazing
So, for now, keep your eyes on the
Murray C. Henstock is a science
environment this program provides
Exciting highlights from the
opens the door for a wide range of
experience included watching the
same characteristics over the course of
rocketry and STEM/STEAM. Murray
opportunities for students to engage in
500-tonne antenna move under our
many observations and data gathering
has attended Space Camp USA and
long-term data gathering and analysis.
control. This simple visual connection
events, it could become a viable
Space Camp Turkey and has worked
This fits perfectly with the requirements
is such a powerful tool for engagement
candidate in the search for extra-
with representatives of the national
for the new NSW syllabus for the
with students when they finally realise
terrestrial intelligence.
and international space and astronomy
science subjects such as physics
they are in control of such a large piece
and investigating science. Not only
of technology on the other side of the
flux of Jupiter’s magnetic field and
experiences to his students and
that, there are broad applications for
world. Many students who will come
feed that data back into NASA for their
their community.
62 | EDUCATION TECHNOLOGY SOLUTIONS
Finally, being able to measure the
community to bring engaging learning
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BenQ 4K UHD RP Series Interactive flat panel BenQ Interactive Flat Panels RP
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tap. EZWrite 4.1 instantly turns the
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can instantly activate the EZWrite
and more. In addition, EZWrite
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also comes with all sorts of tools
useful video recording feature
that can encourage cooperation
that allows teachers to record
and participation.
lectures for class preparation or
Another great feature of the BenQ Interactive Flat Panels RP Series is their Account Management
(MDA): Multiple Display
For more information contact Alloys on 1300 368 348 or email hello@alloys.com.au.
review purposes. With an Anti-Glare Display, wireless connectivity for seamless
Padcaster The Padcaster Ultimate Studio
LED light, tripod, green screen, mini
transforms your iPad into an all-in-
teleprompter, backpack and lens
one mobile production studio that
sticker. All in all, this is a great kit. n
is rugged, elegant and versatile so students can create professional
For more information visit www.
video anywhere, anytime they
aptech.com.au/padcaster-ultimate-
want. All students need is an iPad
studio.html
and their imagination. As a teacher, you can use with your favorite apps to shoot, edit and upload video on the fly – or stream live right from the iPad. The kit includes the Padcaster Case, a lens bracket with 72-58mm step-down ring, a .45 wide-angle lens, a Padcaster uni-directional microphone, dual mic and headphone cable, stick mic with clamp system, a lavaliere mic, an
64 | EDUCATION TECHNOLOGY SOLUTIONS
educationtechnologysolutions.com.au
Unless otherwise expressly stated, the review of the product or products appearing in this section represent the opinions of the Editor or relevant editorial staff member assigned to this publication and do not represent the views or opinions of Interactive Media Solutions or the advertisers or other contributors to this publication.
Donview Interactive Classrooms The Donview Interactive panel is a
HDMI and USB and you are ready
high-quality, A grade commercial
to go. Screen calibration is usually
panel with Infra-Red interactive
not required. Interacting with
technology incorporated into
your windows laptop is as easy as
the screen frame. This provides
touching the screen with your finger,
excellent accuracy and responsive
any task that you can carry out on
touch. Featuring 10 points of
your laptop with the mouse can be
touch, multiple students can
duplicated on the screen with either
interact simultaneously.
a touch of the finger or also using
The screen is protected by 4mm
the provided stylus pen. Simply
of toughened safety glass, that is
starting the Donview teaching suite
impact resistant and treated with
software by either clicking the
graphics, a comprehensive suite of
and highlighting text or images as
anti-glare coating, making the screen
icon or even easier, touching the
tools, custom backgrounds for pages
well as drawing and notating over
easy to view. The viewing angle of
hot keys on the side of the screen
such as English text lines, music
the document and then saving
the screen is 160 degrees, allowing
enables many powerful features of
stave, number boxes and much
the changes as annotations on the
students situated anywhere in the
the software.
more. Users can also import custom
document, Donview brings a high-
backgrounds for artwork,
quality touch screen with a powerful
classroom to easily see the screen. The mobile solutions are heavy
The teaching suite of software included with the panel provides
The software features a clip art
suite of software and tools coupled
duty, electric height adjustable, with
many features and tools for the
library of over 12,000 images and
with Trolley Dollies durable and
strong castors that will handle the
teacher and students to prepare
can also import users’ images.
functional height adjustable mobile
most demanding use. With push
lessons and presentations, save
Also included are physics,
solutions creating a complete, easy-
button controllers these trollies are
these for future use, create a
chemistry and biology
-to-use interactive system for the
easy to move and adjust.
Powerpoint presentation and even
interactive experiments.
modern classrooms of today. n
With true plug and play
email in pdf format.
connectivity, the screen is easy to use. Simply connect a laptop via
Features include multiple choices of pen types, numerous
Users can also interact with windows desktop making edits
SMART Interactive Flat Panels (IFP)
IFPs to be integrated into flexible
SMART’s new interactive display range reflects
Learning Software (SLS) suite
their long-term mission; to provide the best
provides the most innovative digital
possible education experience and outcomes for
learning tool seen anywhere in
all learners.
Australia’s education spaces. SLS
SMART interactive flat panels (IFP) are
For more information visit
Microsoft documents on the
www.donview.com.au
SMART technologies have built learning spaces, and the SMART
online provides the opportunity
designed for whole class instruction, small
for teachers and students to
groups, or the individual learner. The SMART
collaborate, create and demonstrate their
NSW government contract, and we support
Board display’s inbuilt iQ technology puts all
learning. The digital tools allow the teacher to
the integration of SMART technologies into
the tools the teacher will need in one place, at
provide immediate and effective feedback to
the classroom, with the correct hardware,
the touch of a finger. The embedded computer
their students, and as any effective educator
integration, and training and professional
offers one-touch access to SMART Learning
knows, the importance of immediate and
development (provided by teachers from across
Suite applications including SMART Notebook®
constructive feedback at just the right moment
the K-12 year groups) to ensure educational
lessons, SMART lab™ activities and SMART amp™
in the learning continuum for a student is
value is achieved in every learning environment.
workspaces. There is also access to collaboration
not just important, but imperative to student
Integrate AV, along with SMART technologies, are
tools, such as a digital whiteboard, built-in web
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shaping the future of educational technology. n
browser and wireless screen sharing (iOS®, Android® and Windows® devices).
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Integrate AV provides the newest SMART technologies as a preferred supplier on a
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EDUCATION TECHNOLOGY SOLUTIONS | 65
SHOWCASES Harry Potter Kano Coding Kit – Build a wand. Learn to code. Make magic. Build your own wand. Learn to code with 70+ creative challenges and games. Make magic on a screen, with a wave, flick and twirl. Create, share, and play with the Kano community. Unlock challenges across iconic locations including Hogwarts, Diagon Alley, and Hogsmeade, whilst listening to a stunning original score. The more challenges you complete, the more costumes and medals you earn. Discover secrets along the way. The Harry Potter Coding Kit is Kano’s first ever product created with tablets at the forefront and works wirelessly with iOS or Android tablets as well as Windows or Mac computers. Existing Kano Computer Kit owners can use the wand to
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Parallels Toolbox Digital changes in schools have resulted
Parallels Toolbox executes numerous
in a dramatic shift of a teacher’s scope of
commands with a click of a button.
responsibilities. Increased expectations
Features include: video screen capture,
on reporting, presenting, and data inputs
storage optimisation via file archiving,
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presentation mode, removal of duplicate
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The user experience is not compromised either, as Parallels Toolbox
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this in a digital environment is more
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and applications that promise to simplify
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completed in one or two clicks. From
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screen recording to freeing up computer resources, Parallels Toolbox is the
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66 | EDUCATION TECHNOLOGY SOLUTIONS
educationtechnologysolutions.com.au
Unless otherwise expressly stated, the review of the product or products appearing in this section represent the opinions of the Editor or relevant editorial staff member assigned to this publication and do not represent the views or opinions of Interactive Media Solutions or the advertisers or other contributors to this publication.
SCHOOL STREAM Life is busy. And sometimes it can
range of tasks including generating
seem that keeping track of all the
school newsletters, managing
comings and goings at school is just
explained absences, online
another task to add to the already
payments, booking excursions,
gargantuan list that parents need
notifying parents of any changes in
to get through. From a school’s
the daily schedule and more. The
perspective, finding an effective
translation feature also ensures
way to facilitate a connection with
CALD communities can be kept in
parents can be challenging.
the loop. Parents and carers receive
Enter, School Stream. Emerging
communications as an alert on their
from Byron Bay’s fertile start-up
smartphones, which ensures they
scene six years ago, School Stream is
get relevant information from school
now well established as the leader
wherever they are, without having to
in the school communication field.
trawl through busy inboxes or worse,
Currently sending in excess of 1
the bottom of school bags.
million notifications each week,
A new update to the app will
School Stream is growing rapidly
also give users the ability to
schools serious money. Modelling
with a fully integrated school
across local markets in Australia
display news in a social media
shows a school with 200 students
communication app such as School
and New Zealand. The international
style feed while also providing
sending a weekly newsletter and
Stream, which has no limits on the
base also continues to grow and
schools with the ability to access
five forms each week over a 13-week
number of alerts that can be sent. n
this home-grown success story is
private messaging directly with
term could save as much as $8652
now working with schools across
individual parents.
per annum in paper costs alone.
the globe. Typically the app is used by school administrators to perform a
Feedback from schools has
For more information visit email
With text messages costing between
enquiries@schoolstream.com.au or
suggested School Stream’s “two
8-16 cents each, you can see how
call Australian on 02 8074 5633 or
clicks and publish” ethos is saving
quickly the savings add up if replaced
New Zealand on 04 889 4144
SMARTs Brand New MX Series Board® The SMART Board MX series has
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EDUCATION TECHNOLOGY SOLUTIONS | 67
SHOWCASES GOING, GOING GONSKI: HOW YOUR SCHOOL CAN SAY ‘GOODBYE’ TO MASS-EDUCATION AND ‘HELLO’ TO PERSONALISED LEARNING Too many Australian children are failing to reach their potential at school because of the restrictive nature of year-level progression.
At least that’s the message derived
and age-group, the text concluded
Daniel Wolf-Clark, says the
the aim was for individualised
from the recently published Review
that “it is absurd (…) to insist on
platform provides schools with a
learning; however, it was so chaotic,
to Achieve Educational Excellence
continuing to ignore the four-year
simple solution to a historically
stressful and taxing to run without a
in Australian Schools; the 158-page
range in maturity of the children in
complex problem.
tool like myEdOnline” he said.
report better known as Gonski 2.0.
any grade and expect to resolve our
Among a myriad of findings which, together, paint a disturbing portrait
problem.” The merits of personalised
“When people see myEdOnline
Coupled together, the SEQTA
in action, they’re always surprised at
Suite and myEdOnline are an
how easy it is,” he said.
amazingly powerful combination.
of our education system’s flagrant
learning, which have since been
inadequacy, the report recommends
substantially elaborated upon
classroom is looked at as a bit of a
which allows teachers to
a paradigm shift from year-based
by modern-day champions such
myth, so naturally, people expect the
create and deliver lessons
curriculum to learning progressions
as Carol Ann Tomlinson, are
solution to be complicated.”
through myEdOnline’s elegant
independent of year or age.
widely acknowledged within the
Echoing the sentiments of famed education change agent, Professor
education community. The question we now face isn’t so
“Authentic differentiation in the
“The fact that we’ve built a way
“They integrate seamlessly,
individualisation engine, while
for teachers to personalise learning
organically pushing information
in such an easy and efficient way is
back into SEQTA’s teaching and
John Hattie, the report states
much as ‘why should we implement
something we’re really proud of and
learning management system to
Australia’s need to “embed a focus
differentiation’, but rather ‘how can
excited to share with the world.”
give teachers a holistic view of every
on individual student achievement,
we sustainably manage it for all
with the expectation that each
students in all classrooms?’
student should achieve at least one
Ironically, the solution to
year’s growth throughout each year of schooling.” The concept of tailored education,
With the Turnbull Government publicly backing Gonski 2.0’s call
student.” “The result is an immersive,
for reforms to student learning,
interactive education ecosystem
this complex question could be
myEdOnline is a tool which schools
which allows students to thrive,
surprisingly simple.
can implement immediately to meet
and brings parents, teachers and
the recommendation.
administrators together within the
myEdOnline, a revolutionary
also known as differentiated or
learning software created right
personalised learning, isn’t new. In
here in Australia, successfully
myEdOnline’s partner under
they can facilitate and offer support
fact, it was explored in detail as far
addresses the issue of unsustainable
the Education Horizons Group
every step of the way.”
back as 1953, when the ASCD-
individualisation by enabling
arrangement, schools have an
backed Educational Leadership
teachers to quickly create engaging
opportunity to benefit from an
the feasibility and perceivably high-
publication delved into the theme of
digital lessons and distribute
all-in-one system that could help
level nature of Gonski 2.0’s findings,
‘individualised difference’ at length
them to their students’ individual
them address the majority of the
practical real-world solutions such
in its December edition.
learning pathways.
23-recommendations handed down
as myEdOnline are important.
Even back then, it acknowledged
Through a single interface,
In tandem with SEQTA Software,
in the report.
student’s education journey, so
Amid roaring debate surrounding
If schools are serious about
that a one-size-fits-all system wasn’t
teachers can view the individual
conducive to student growth.
progress of each student within their
founder and Chief Executive
uncovered from the arduous
class and immediately identify those
Officer, Grant Grosser, myEdOnline
bipartisan review process, inquiry
was developed when we assumed
who need support, and those who are
is a breakthrough product that,
into systems such as those offered
that all children could learn the same
ready for additional challenges.
for the first time ever, allows
by myEdOnline, should be high on
teachers to achieve the holy grail
the priority list. n
“Our system of grading schools
things at the same chronological
It’s clean, easy and, most
According to SEQTA Software
age if they tried hard enough,” the
importantly, doesn’t create any extra
of individualised learning in a
text states.
work for teachers.
sustainable way.
In response to a wide spectrum of academic ability within each class
68 | EDUCATION TECHNOLOGY SOLUTIONS
myEdOnline Chief Executive Officer and former teacher,
“When I was running challengebased courses in my own teaching,
taking on the recommendations
For more information, contact Daniel Wolf-Clark at daniel@ myedapp.com or call 0425 745 442
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FOR CLASSROOM TEACHERS
™
Friday 31 August 2018
| Melbourne Convention & Exhibition Centre Anthony Speranza will present a keynote session; How does technology empower the modern learner?
Come along and learn new transferable skills that will lift your literacy and numeracy teaching to even greater heights
Find out more! www.iwb.net.au
Workshop sessions include: • • • • •
Twenty tech tips for the maths classroom with Aimee Shackleton Sparking the creativity of students through Literacy with the use of the Digital Technologies Curriculum with Grant Jones Blogging in the Classroom with Aaron Davis Using Digital Tools to support the Literacy (and Mathematics) Curriculum with Lisa Connell and Chris Drake Designing learning opportunities within the Digital Technologies Curriculum with Anthony Speranza
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