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CONTENTS ISSUE 87
21
34 REGULARS
FEATURES
7 FROM THE EDITOR
17 STEM IN THE FAMILY
61 PRODUCT SHOWCASE
How and why should we be getting parents more involved with STEM in schools?
21 COVER STORY
Globalisation and the accelerating rate of technological development provide new and unparalleled opportunities for the evolution of our species. Children entering primary school in 2019 will be young adults in 2030. What will the world look like? What career pathways will be available to them?
26 TECHNOLOGY FOR INCLUSION WITH DIVERSE LEARNERS
Are the learning opportunities you are providing in your learning spaces enabling the students with additional needs to succeed, have a voice and demonstrate their learning?
38 HOW SCHOOLS CAN IMPLEMENT IMAGE SECURITY IN THE DIGITAL AGE The digital era has given rise to a culture where taking photos and sharing them are the norm. What does this mean for photos taken at and for educational institutions? How can educators ensure the privacy of students in their care?
52 HOW EDTECH PAVES THE WAY TO PERSONALISED LEARNING
56
09 INTERACTIVE LEARNING
Mal Lee and Roger Broadie look at the process of natural, sustained and informal learning with digital technologies that happens outside the school walls.
13 PLUGGED IN
How can you promote engagement and, more importantly, increase retention of girls in STEM?
42 NEXT STEP
How can you use drones more effectively in your classroom?
46 LET’S TALK PEDAGOGY
How are we developing competencies for the real world?
50 PROFESSIONAL DEVELOPMENT
Matt Zarb, Head of Design and Technologies at Helena College, looks at some of the challenges around innovation and creativity.
56 TEACHING TOOLS
What is app smashing and how do you include it in your classroom?
59 GET CONNECTED
How can you foster greater collaboration between educators and learners?
Education technology is slowly conquering every classroom. It is a long journey, considering the worldwide perspective, but some parts of the world really reap the benefits of the incredible advancements in EdTech. We look at some of the directions in which EdTech is developing, with a view to helping you better understand personalised learning.
6 | EDUCATION TECHNOLOGY SOLUTIONS
educationtechnologysolutions.com.au
FROM THE EDITOR www.educationtechnologysolutions.com.au
EDITORIAL
EDITOR John Bigelow EMAIL john@interactivemediasolutions.com.au SUBEDITORS Helen Sist, Ged McMahon
CONTRIBUTORS Adrian Camm, Kim Martin, Colin Anson, Livia Bran, Mal Lee, Roger Broadie, Sarah Chapman, Rick Noack, Julia Bevin, John Pearce, Kim Martin, Julia Bevin, Matt Zarb, James Colbert
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I
n the lead-up to the recent federal
In both cases, the evidence for action has, I
election, I found myself spending a
believe, become overwhelming. To that end, while I
great deal of time thinking about
may not have the power to effect action on climate
climate change, as one does when
change, I can offer a collection of great articles
weighing the policies, or lack thereof, of the major
around the use of technology in education in the
PHONE 1300 300 552 EMAIL finance@interactivemediasolutions.com.au
parties vying for leadership of the nation. In doing so,
hope that they will encourage those people already
I was struck by the thought that there are a great
using tech in the classroom to try new things, while
PUBLISHER
many parallels that can be drawn between climate
possibly inspiring those who have not yet made the
change and education technology – or, more
leap to try something new.
ACCOUNTS
specifically, the use of technology in education. For
ABN 56 606 919463
Level 1, 34 Joseph St, Blackburn, Victoria 3130 PHONE 1300 300 552 EMAIL enquiries@interactivemediasolutions.com.au WEBSITE www.educationtechnologysolutions.com.au
DISCLAIMER
The publisher takes due care in the preparation of this magazine and takes all reasonable precautions and makes all reasonable effort to ensure the accuracy of material contained in this publication, but is not liable for any mistake, misprint or omission. The publisher does not assume any responsibility or liability for any loss or damage which may result from any inaccuracy or omission in this publication, or from the use of information contained herein. The publisher makes no warranty, express or implied with respect to any of the material contained herein. The contents of this magazine may not be reproduced in ANY form in whole OR in part without WRITTEN permission from the publisher. Reproduction includes copying, photocopying, translation or reduced to any electronic medium or machine-readable form.
WRITTEN CORRESPONDENCE TO:
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7 | EDUCATION TECHNOLOGY SOLUTIONS
This issue’s collection of editorial is brought
example, at the beginning of this century (2000), both
to you compliments of the team at IWBNet. Margo
climate change and education technology were
Metcalf, Val Macaulay and their team have done a
subjects that were widely recognised as being
fantastic job of bringing together some of Australia’s
important issues, but were still firmly in the “we’ll
leading thinkers and practitioners in the EdTech
worry about it later” basket for most people.
space who have, in turn, provided an amazing array
As recently as only a decade ago, while the pressing importance of both issues had become
of articles covering a wide range of issues. As a side note, I would like to remind our
firmly entrenched in our collective conscience, the
readers that all the authors in this issue will be
divide between the people taking action and the
presenting on the topics they have written about
people thinking about acting was still probably about
at this year’s Leading a Digital School conference
a 50/50 split. Today, the vast majority of people
taking place 8–10 August at Crown Promenade
understand that both education technology and
in Melbourne.
climate change have become issues whereby, if
If you would like to be a part of the conference,
they are not taking some sort of action, they really
then either click here to register now or visit IWBNet
ought to be, with the split being more in favour of
for more information.
those acting than not. And yet, we still have holdouts
Thanks again to Margo, Val and the team at
who either deny the evidence or simply hope that
IWBNet, as well as all the authors for their great
they can coast through and let it become the next
work. We hope to see you at Leading a Digital
generation’s problem.
School 2019 in Melbourne. n
educationtechnologysolutions.com.au
Visit the experts in the art of timetabling at EduTECH this year Edval is back at EduTECH this year with another great agenda! We will be running presentations and be available for demonstrations and support but most importantly, we want to hear about your experience with Edval and timetabling! So drop by, record an interview with us and receive a KeepCup for your effort.
Visit Edval at Stand 511
DAY 1 - THURSDAY JUNE 6TH
DAY 2 - FRIDAY JUNE 7TH
10:00
A better start to the day with Edval Daily
9:00
What’s new - Edval 10
11:00
Best practice curriculum structures
10:00
An all-in-one solution: Edval Primary
12:00
What’s new - Edval 10
11:00
Rooming: the art of swinging cats
1:00
An all-in-one solution: Edval Primary
12:00
Effective Elective Lines
2:00
Clever Class List Management
1:00
A better start to the day with Edval Daily
3:00
Effective Elective Lines
2:00
Clever Class List Management
4:00
Rooming: the art of swinging cats
3:00
Best practice curriculum structures
5:00
Networking Drinks
Have your say about timetabling! This year at our EduTECH stand we’ll have a recording studio set up ready to capture your thoughts about our Edval products, Edval services and timetabling in general. Come along to our stand and spend a few minutes having your say! Anyone who takes part in our recording booth will receive an Edval KeepCup.
sales@edval.education www.edval.education
| INTERACTIVE LEARNING
NATURAL SUSTAINED INFORMAL LEARNING WITH THE DIGITAL OUTSIDE THE SCHOOL WALLS BY MAL LEE AND ROGER BROADIE
9 | EDUCATION TECHNOLOGY SOLUTIONS
educationtechnologysolutions.com.au
The last 20-plus years reveal how
have their own special capabilities,
to instantly access the learning and
well before their elders and the
successful the young of the world and
some being of a very high order.
resources of the networked world.
policy makers. That said, the very
It is a stark new reality, with
young require family guidance and,
their digitally connected families have
A telling and fundamental difference
been in learning with digital technology
between the young’s learning with
immense implications that most
in general terms, are not cognitively
informally in a naturally sustained
digital technology is that learning within
governments, bureaucrats and schools
ready to use the internet unsupervised
manner – albeit outside the school
the school walls is constant while
have seemingly yet to grasp. As is
until around the age of ten (Strom &
walls (Lee & Broadie, 2018). Sadly,
that outside is dynamic, and naturally
the reality that the young of the world
Strom, 2010).
that learning, like the success of the
evolving, lifelong. It is a significant
have learnt – and will forever learn
digitally connected families, has been
difference, that few have noted.
– what they want, not simply what
Learning How to Learn
those in authority desire. Moreover,
In examining the learning with digital
largely unseen. It is time it is seen and
In schools, the experts determine
its global and historic significance
what is to be learned, how, by
20-plus years reveals the digitally
technology outside the school walls
is recognised, and the vital learning
when and how it will be assessed
connected young will continue to grow
over the last 20-plus years, what
built upon.
and reported upon at the course
the capabilities they desire outside
stands out is the young’s ability to take
conclusion. There is very much a
the school walls – regardless of
charge of their learning, to do so from
the young’s learning with digital
beginning and an ending, and with
what governments or schools believe
the outset, to direct and individualise
technology, focus on the technological
the final assessment the sense that
is important.
that learning and to learn how to
proficiency of the billion-plus digitally
the learning – or at least a segment –
connected young. That proficiency
is completed.
Most people, when thinking about
In their learning, they have
learn (Lee and Broadie, 2018). And,
demonstrated from around age three
as indicated, to do so in a naturally
In contrast, the learning with
their ability to readily work the core
sustained manner, lifelong.
critical to the young’s all-pervasive use
digital technology outside the school
functionality of the current personal
and learning with digital technology.
is decided upon and directed by the
and family digital technologies
and rising expectations, digital
However, in the total scheme of things,
learner, learning what is desired, when
(Chaudron, 2015) – smartphones,
technology underpins all their learning.
far more important is the young, with
and how, with there being no obvious
tablets, remote controls, digital
Their first step is to use digital
the support of their families naturally
beginning or end to the learning. It
peripherals, game consoles, digital
technology and connectivity, unlike
taking charge of their learning with
begins at birth and will likely continue
and video cameras, digital TVs,
many older folk who default to the
technology, learning how to learn of
to death, as digital technology
PVRs, home entertainment systems
traditional ways. Allied is their ability to
their own volition and with others,
continues its evolution. The control
and the increasingly integrated
teach others, particularly those older, to
and being able to naturally sustain the
and nature of the learning will evolve
family ecosystem.
use the new technology, and naturally
learning in whatever domain/s they
in harmony with the technological
wish, lifelong.
change, going a long way to ensuring
or begin school, they have learned
the young naturally accommodate
to navigate the networked world
formal schooling – become self-
exponential change.
and use the apt media to access the
learners, with that vital educational
desired functions. Moreover, they
ability to shape their learning with digital technology underpinning all they do.
with current personal technologies is
Remarkably, the digitally connected young have, in a completely laissez faire and seemingly chaotic world,
Well before they can read, write
With their strong digital mindset
contribute to the family’s learning. They very quickly – well before
Digital Proficiency
have learnt to use the various digital
common capabilities from their use
The digital proficiency of the young is
communications facilities, largely toll
and learning with digital technology.
probably best expressed in the reality
free, strongly favouring the latest video
None of them have been planned,
that nearly 60 percent (soon to be
communication technologies.
but they are a natural and unintended
70 percent) of the world’s young are
flow on from the digital revolution
digitally connected (Ericsson, 2016;
have also learnt to use the new
soon learn what they want to learn,
and the digital empowerment of the
Futuresource, 2017), using current
media creatively in the pursuit of
how and when, and quickly identify
young. We have identified 28 common
personal technologies in almost every
their passions, unbounded by the
when they need to improve that
capabilities; time and research might
facet of their lives and learning. The
traditional ways, and once again to
capability and how best to do so.
identify a few more, or a few less.
proficiency has to do with what the
do so from a very early age. Readers
They very quickly, from the mid-90s
What is important is that three
young, at various stages of life, want
have undoubtedly observed the
onwards and from early life, learned
quarters of the capabilities relate to the
to do with digital technology in their
many diverse and creative ways their
the art of improving the learning by
young’s learning how to learn, and only
daily lives now, rather than what the
own children or grandchildren have
themselves, with the aid of technology
a quarter with the digital proficiency.
‘experts’ believe should be mastered
used technology.
or in collaboration with family, peers
All are capabilities the young learn
for future application.
naturally grown a suite of remarkably
very early, by around the age of three
While the level of proficiency will
Over the last 20-plus years they
Contrary to the views expressed
In being empowered and trusted, and given the freedom to use the technology largely unfettered, they
and social networks (Lee & Broadie,
by many politicians and older
2018). As the Pew research notes
(well before school age), and then
vary with age, interest, expertise and
members of society, the research
(Purcell et al, 2012), Google, YouTube,
grow throughout life. With each child
support, the bottom line for the first
affirms (Lenhart et al, 2013; Lee
Wikipedia and peers are called upon far
taking charge of his/her learning with
time in human history is that over
& Broadie, 2018) teens have been
more than any teacher. And they do not
digital technology, and pursuing his
half the world’s young are digitally
tech-savvy for many years. Invariably,
need to be tested! Like all of us, they
interests and passions, in addition to
connected, on trend in not many years
operating as they are at the cutting
reflect on their performance and, when
the common capabilities, each will also
for virtually all to be connected, able
edge, they understand the dangers
desired, improve it.
educationtechnologysolutions.com.au
EDUCATION TECHNOLOGY SOLUTIONS | 10
| INTERACTIVE LEARNING
"The best learning practice with digital technology has for years been evidenced in the digitally connected families of the world." use of their visual intelligence in all
there is the opportunity to lift the
governments’ and schools’ eyes to
being free to use digital technology
they did. This was particularly apparent
learning with digital technology even
what has been achieved and what
as desired, the young soon learn to
in the two and three-year-old children’s
higher, particularly now that we better
is possible.
use the technology and the internet to
use of touchscreen mobile technology
understand what has been learned
pursue their interests and passions,
(Chaubron, 2015), but it was – as you
and how.
enhancing their learning in their area/s
might have noted – apparent at all age
of interest, often to a very considerable extent (Ito et al, 2013). It does not
History demonstrates that in
matter if it is pursuing an interest in
Conclusion
The natural inclination is to look to
The best learning practice with
levels and in the burgeoning use of
schools to provide that enhancement.
digital technology has for years
video and images.
Sadly, 20-plus years of history (Lee
been evidenced in the digitally
& Broadie, 2018) suggests, aside
connected families of the world – and
From the mid-2000s, the young
contemporary music, astronomy,
increasingly grew the art of mobile
from some exceptional schools, that
most assuredly not in its Industrial
blogging, fashion design, apiary, drone
learning and using the resources in
enhancement is not likely to come
Age schools.
piloting, professional gaming or coding
their hands, 24/7/365, just in time and
from them. Not only are most schools
apps. While children have always
in context. That preference for mobile
not of a mind to collaborate with the
runs counter to the in-school and
had this freedom in their informal
technologies is evidenced even when
families, nor are they culturally ready
government thinking, but it is time for
learning, their parents’ provision of
at home, where desktops in designated
to embrace the five critical conditions
educators and governments to look
the technology removed the traditional
rooms gather dust. The young from
required, but all are still operating
outside the school walls and recognise
adult gatekeepers and allowed them to
very early in life do not see the need
in linear, hierarchical Industrial Age
the natural, sustained learning that
draw upon resources of the internet,
to learn only in a physical place; unlike
organisations that lack the agility to
has occurred with digital technology,
the moment it was desired.
governments and schools that remain
accommodate accelerating change
and is occurring daily with most of the
site fixated.
– even if governments allowed the
world’s young outside of the school.
Moreover, it enabled them to decide the best approach to the learning.
What should be stressed is
schools to change. Most lag so
It is appreciated this view
With digital technology, it is
They – and not an adult – decide when
that these are all vital educational
far behind where the young are at
imperative to examine what has
to employ a discovery-based, didactic
capabilities in a rapidly evolving,
attitudinally and with cutting-edge
happened, is happening and the
or highly repetitive learning approach.
uncertain and complex world, where it
technologies that all they would do is
major global trends, not simply what
Similarly, each child chooses the digital
is essential to know how to learn with
impede the young’s enhancement.
governments want to happen. In
tools they need for the task at hand.
digital technology, lifelong. They might
We accept that governments
the natural, sustained learning with
not feature in government education
and most educators would not be
digital technology, most schools and
and, in time, the very young (like all
priorities, but they are the vital generic
of that view. But the reality is that
governments have long been dealt out
of us) soon learned the unwritten
capabilities the great educational
governments and schools that ban or
of the main game. n
ways of the digital and online worlds,
thinkers have been arguing schools
markedly constrain the in-class use
the parameters to work within, the
should develop for aeons.
of students’ mobile technologies, and
From the mid-90s, adolescents
when they had crossed the boundaries. In taking charge of their use of
For a full list of references, email
by default throw the responsibility to
admin@interactivemediasolutions.
Enhancing the Learning
the family, are not likely to provide any
com.au
Over the last quarter of a century,
worthwhile assistance.
universal mores to be observed and
The enhancement most likely
Mal Lee is a former director of
and learning with digital technology,
the young of the world have learned
the young have made extensive and
to learn with digital technology
will come from the family building
technology company director and now
increasing use of the connected world
remarkably quickly and well, not only
upon its better understanding of
author and educational consultant.
and human networking, with it being
continually enhancing their digital
learning with digital technology, its
He has written extensively on the
a natural, almost invisible part of
proficiency but also their ability to
increasingly powerful digitally based
impact of technology and the evolution
their normalised use of technology.
take charge of their own learning with
ecosystem and it more deliberately
of schooling.
Unwittingly, and initially unseen, the
the technology.
growing the learning. It is this better
young increasingly built the number of
However, the exponential digital
schools, secondary college principal,
Roger Broadie has wide
understanding of how to learn,
experience helping schools get the
contacts they can readily call upon for
evolution, with its increasingly
providing an increasingly sophisticated
maximum impact on learning from
all manner of support when needed.
powerful, sophisticated, integrated and
and powerful ecosystem, and with
technology. He is the Naace Lead for
complex technology and practices,
family more openly addressing the
the 3rd Millennium Learning Award.
the traditional academic boundaries
and their global impact, demands the
enhancement that will bring most of
In his 30-plus years of working
used in schools and adopted a more
world’s young continually enhance
the improvement.
at the forefront of technology in
integrated approach to learning,
their capability. On current trends,
drawing on whatever areas of learning
much will continue to happen naturally.
digitally connected families of the world
range of leading schools, education
thought suitable (Lee & Broadie, 2018).
As the technology evolves, so will
shouting from the rooftops what they
organisations and policymakers in the
They also learned to make ever greater
the requisite personal learning. But
have achieved that will open society’s,
UK and Europe.
Very quickly, the young abandoned
11 | EDUCATION TECHNOLOGY SOLUTIONS
It will hopefully in time be the
education, he has worked with a huge
educationtechnologysolutions.com.au
The State of Technology in Education…
let your voice be heard. “How is the edtech landscape evolving?”
“Where can edtech make the biggest impact?”
“What are the main challenges facing schools today?” Global education technology company, Promethean, is inviting educators from across the country to participate in the first ever State of Technology in Education survey – giving schools the opportunity to share their experiences, challenges and ideas in relation to the current edtech landscape… and how it might look in the future. Technology is evolving at an unprecedented rate. Don’t miss the opportunity to have your say on its place in education.
Soon Promethean will be inviting you to share your thoughts and experiences on edtech and in return, you could be in with a chance of winning exciting prizes.
For more information, keep posted at: www.PrometheanWorld.com/AU
| PLUGGED IN
PROMOTING ENGAGEMENT AND, MORE IMPORTANTLY, RETENTION OF GIRLS IN STEM BY SARAH CHAPMAN
To reshape and better upskill the future
core competencies that will enable
currently inequities that exist in STEM
Currently, only 16 percent of STEM-
workforce, the focus must begin
them to respond to the ever-
in Australia. Girls, students from low
qualified people in Australia are female
with education, as “STEM education
changing workforce (CEDA, 2015).
socio-economic status backgrounds,
(Office of the Chief Scientist, 2016).
underpins innovation and plays a
STEM is a key driver of innovation
Aboriginal and Torres Strait Islander
Besides there being the requirement
critical role in economic and business
and entrepreneurship that can
students and students from non-
for equity in the workforce in terms of
growth� (PwC, 2015). Further,
significantly impact on the economy
metropolitan areas are currently less
pay and career progression for women
education in science, technology,
(PwC, 2015) and 21st century skills
likely to engage in STEM education
(Prinsley et al, 2016), a significant
engineering and maths (STEM) is
are recognised as a key component
and are at higher risk of not developing
priority needs to be made to promote
recommended as being the key to
within a STEM skills set that enables
high capabilities in STEM-related skills
the engagement and retention of under-
broadening community understandings
young people to achieve success
(Education Council, 2015). As a result,
represented groups in STEM.
of what STEM is saying and doing
in our evolving workforce (World
these groups are more likely to miss
about the complex problems facing
Economic Forum, 2016).
out on the opportunities STEM-related
Practical Insights for Implementing
occupations can offer.
STEM Programs: Targeting Girls
society, now and in the future (Office of the Chief Scientist, 2013). Young people need to be digitally competent, adaptable and adopt
13 | EDUCATION TECHNOLOGY SOLUTIONS
Increasing the engagement of young people in STEM will enable
To increase our STEM workforce,
There is a diverse range of barriers
the building of aspirations for a
a priority needs to be made to harness
and drivers that inhibit or enhance the
lifelong journey in STEM. There are
the STEM talents within these groups.
engagement and retainment of girls in
educationtechnologysolutions.com.au
STEM-related pathways. The drivers
Challenges/Barriers observed for girls
often vary depending on the barriers
engaging with STEM
industries and post-secondary
often vary depending on the barriers
that arise. The diversity of these
• fear of failure and lack of confidence
education, particularly in leadership
that arise. This research uncovered a
positions
number of strategies for promoting the
barriers vary from country to country and for girls of different backgrounds. This issue deserves dedicated research to be completed within the Australian context to best identify the specific barriers that exist for girls in
of young girls in STEM
STEM-related pathways. The drivers
• lack of relevance to everyday life,
• challenges around the culture of
STEM being an abstract construct
STEM industries and support for
and STEM pathways. Four key areas
women to thrive
were identified:
• lack of links to the ‘humanness’ around STEM • parents’/caregivers’ lack of
this country and the key drivers for
understanding and therefore lack of
engaging Australian girls. Through the
support towards STEM pathways
Fellowship research, observations were
• lack of role models in STEM
• misconceptions and stereotyped
engagement of girls in STEM education
• lack of clarity on STEM careers (including job titles) and
1. Messaging: Effective messaging
professional activities
can attract girls to consider STEM and help girls to envision themselves as
Practical Insights for Implementing
STEM professionals, as well as help
made around the key challenges and
perceptions around STEM industries
STEM Programs: Targeting Girls
to support their key influencers. This
strategies required to engage girls from
and professions
There is a diverse range of barriers
includes the consideration of effective
and drivers that inhibit or enhance the
messaging strategies, from marketing
engagement and retainment of girls in
to role model interactions.
the perspective of the organisations visited in different countries.
educationtechnologysolutions.com.au
• lack of funds to access opportunities for disadvantaged girls
EDUCATION TECHNOLOGY SOLUTIONS | 14
| PLUGGED IN
Key tips for effective messaging: • Use adjectives to describe and characterise STEM professional roles and activities. • Have role models and volunteers share their interests and
• Provide a comfortable and safe learning environment.
members on achievements
people, particularly girls, in STEM. This
and opportunities.
research was conducted as part of the
• Create a gender-neutral
2016 Barbara Cail STEM Fellowship and
environment, free of
4. Authentic connections: Connecting
funded by the Australian Government
STEM stereotypes.
young people with real-world
(Office for Women, Department of
experiences that make an impact and
the Prime Minister and Cabinet), in
• Provide opportunities for girls
activities outside of their STEM-
to connect with female mentors
diverse female experts for support
partnership with the Chief Executive
related activities.
in STEM.
and inspiration can provide girls
Women (CEW) Ltd.
• Develop resources for individual
• Ensure the environment
with authentic STEM connections
Come and meet me at the Leading
STEM fields for targeted messaging
supports girls to try, play and fail
and opportunities that promote
a Digital School Conference where I will
and information.
without judgement.
sustained engagement.
be providing authentic international and
• Evaluate STEM program
national examples that exemplify the
and organisation media for
3. Family involvement: The involvement
Key tips to enable girls to build
promotion of engagement and retention
unconscious bias, and ensure
of family, especially parents, in STEM
authentic connections:
of girls in STEM. n
diverse representation in media.
learning experiences is invaluable in
• Provide industry visits
providing support for girls engaging
and experiences. • Develop STEM projects that solve
For a full reference list, please
2. Girls-only opportunities: Offering
in STEM experiences. Parents are
girls-only experiences and learning
role models and key influencers of a
compelling problems, with real-life
spaces provides the opportunity
girl’s career pathway considerations.
contexts for ‘social good’.
for girls to be empowered and feel
Involving family in STEM not only
comfortable to question, experiment
enriches a girl’s experiences, it also
where girls link with diverse female
fifteenth year of teaching. She is
and lead in STEM. By structuring
connects STEM into the home.
STEM experts.
passionate about inspiring, engaging
more willing to try and experiment
Key tips to promote family involvement:
This article includes excerpts from
with STEM.
• Host orientation and family
• Create mentorship programs
these safe environments, girls are
Key tips to design positive girls-only opportunities and spaces:
15 | EDUCATION TECHNOLOGY SOLUTIONS
refer to Engaging the Future of STEM. Sarah Chapman is the Head of Department of Science at Townsville State High School and is in her
and empowering people through STEM, fuelling sparks of curiosity
Engaging the Future of STEM. Written by
in the classroom that build strong
evenings that family members can
Sarah Chapman and Dr Rebecca Vivian,
lifelong connections with the wonder,
be involved in.
it is a study of international best practice
ingenuity and dynamic possibilities
for promoting the participation of young
of STEM.
• Provide updates for family
educationtechnologysolutions.com.au
“ride the crest of a wave� with educational digital technology for school leaders and teachers (K-12)
Tightly focussed professional development around 3
mega, real, current themes for schools
Mega Themes Advancing Cultures of Innovation Redesigning Learning Spaces Rise of STEAM Learning
Challenges we will tackle: Authentic Learning Experiences Improving Digital Literacy Rethinking the Roles of Teachers Teaching Computational Thinking The Achievement Gap Sustaining Innovation through Leadership Changes
Dr Jane Hunter
Adrian Camm
Lauren Sayer
Technology developments we will feature: Makerspaces Robotics Analytics Technologies Virtual Reality Artificial Intelligence The Internet of Things
Steven Bradbury
Sarah Chapman
Find out More and Register @ www.iwb.net.au/digital Email: team@iwb.net.au Call: +612 4647 0783
Melbourne in August - a great place to be
Thursday 8, Friday 9, Saturday 10 August 2019 | Crown Promenade Hotel | Melbourne
Matt Richards
l Digitance y r a rdin fere No O logy Con no Tech
| FEATURE
17 | EDUCATION TECHNOLOGY SOLUTIONS
educationtechnologysolutions.com.au
STEAM IN THE FAMILY BY JOHN PEARCE
One of the problems we have in
Whilst they may have since learned
education at the moment is that
how to use computers and other
the curriculum in some areas is
devices, the Digital Technologies
developing so rapidly that parents
curriculum advocates that simply
and the wider community have
using a tool is a very base level skill.
trouble keeping up. Nowhere is this
Instead, the curriculum advocates
more apparent than in the science,
that students need to learn “how to
technology, engineering and maths
use technologies to create innovative
(STEM) subject areas. Where once
solutions that meet current and future
we created electrical circuits using
needs�. To do this, students need to
alkaline batteries, bulbs in bulb holders
understand and use computational
and wires, current students might be
thinking. Understanding digital
using coin batteries, LEDs, conductive
systems and, importantly, how data
tape or small modular components
and information can be used within
that connect together via magnets to
these systems, is a key to being able
complete similar and, at times, more
to create such innovative solutions.
complex tasks.
educationtechnologysolutions.com.au
Teaching approaches are evolving
For most parents, technology
too. In the not too distant past, the
and engineering were simply not
science and maths curriculum was
part of their school curriculum.
often built primarily around content
EDUCATION TECHNOLOGY SOLUTIONS | 18
| FEATURE
that could be tested and assessed as
family engagement program based
most cases, program participants
known or unknown. Whilst knowledge
on the popular Family Science or
will move through a number of
of Family STEAM events, ranging
is still an important component
Maths programs. Though there are a
activities which may highlight
from science-based programs
of these subjects’ process skills
number of models for running these
specific features; for example,
through events focused specifically
as highlighted above, creative use
programs, the common feature is
different aspects of a particular
on technology and more. As a result, I
of such skills is now seen as just
a parent (or other significant adult)
curriculum or principles which
have sourced numerous activities that
as important.
working alongside a student on an
underpin practice. This highlights an
can be readily used to run a program
open-ended activity. In some cases,
important caveat. It is important to
or series of events. These include
science, technology, engineering, arts
programs are run after school;
point out that the activities used in
introductory activities that require
and maths (STEAM) is also a novelty
in other variants, activities are
Family STEAM events are not how
minimal instruction or materials, such
to many parents more used to notions
distributed as a task to be worked
the whole curriculum will or should
as the following.
of discipline-based or homogeneous
on by a parent and child at home
manifest itself in the classroom.
work practices. That a scientist now
together (note this alternative should
The best STEAM activities involve
programs usually include longer
uses digital componentry more often
not be seen as homework).
real problems that are multi-faceted,
form activities such as Blast Off.
requiring a process approach over
Typically, these require a facilitator,
The whole notion of STEM or
than a test tube or beaker can be
The best Family STEAM activities
I have been involved in a number
In addition to these starters,
quite revelatory. Understanding how
are as open ended as possible,
an extended period of time and
who can be another teacher or an
easily data can be captured and not
but should be capable of being
which may not necessarily result
interested parent or community
only analysed but used for both ‘good
‘completed’ in a short amount of
in a ‘positive’ outcome. Even the
volunteer. Such activities should
and evil’ can be almost mind blowing.
time. They need to be hands-on and
best organised Family STEAM event
run for 15-20 minutes. Ideally, the
One of the fun ways to address
minds-on. If the task is also counter-
cannot hope to cover all this detail.
activity leader will have tried the
issues surrounding STEAM is via a
19 | EDUCATION TECHNOLOGY SOLUTIONS
intuitive then that is even better. In
activity before the event and also
educationtechnologysolutions.com.au
be prepared with some further
benefits always outweigh any cost
get to see that science is all around
challenges in mind. In the example
encouraged the teachers of
in time and materials. In addition
us, is achievable and is FUN.
below, you might ask participants
students involved in the event
to the benefits listed above, such
I will be conducting a range of
who have a working model how
(as well as some of the suppor t
events can be used to showcase
workshops at the Leading a Digital
they might modify it to make the
staff, such as librarians and ar t
how school science programs can
School Conference that map to the
plane go further or whether it is
teachers), to be the facilitators for
be hands-on and inquiry-based, and
Digital Technologies Curriculum.
possible to make the plane do tricks.
the program. Generally, this means
fun and educational at the same
Come along and join me. n
Alternatively, participants might
that they only have to ‘learn’ one
time. Where teachers are used as
be asked to make suggestions for
activity that may be repeated a
facilitators, the events also provide
modifications or games that might
number of times during the event.
an oppor tunity for them and parents
years teaching in primary schools,
involve the planes.
This can serve as great professional
to interact in a relaxed situation.
John Pearce now tutors at Deakin
development for teachers who are
Students also gain a sense of
University. John’s ongoing interest
question of how or why things work
unsure of aspects of the curriculum
community outside school hours.
in both science and also the use of
is often raised. Some leaders like to
and/or the approaches used to
include explanations of the science
teach STEAM.
In the case of many activities, the
or technology behind their allotted
Where possible, I have always
As suggested earlier, Family
Most impor tantly, Family
Having spent more than thirty
ICT across the curriculum has seen
STEAM events encourage and
him present at local, national and
foster interaction between parents
international conferences. Lately, he has
activity. I often prefer to leave things
STEAM events can be a powerful
and children in a non-judgmental
become interested in digital curriculum,
as a question that is open during the
addition to a school program. Whilst
space as they enjoy fun educational
including coding and Makerspaces. His
event, but which can be researched
they may take time to organise and
experiences together, not just doing
web-based resources attract readers
and reported on later in class.
facilitate, in my experience, the
homework. Parents and students
from all over the globe.
educationtechnologysolutions.com.au
EDUCATION TECHNOLOGY SOLUTIONS | 20
| COVER STORY
TEACHING SKILLS
FOR AN UNPREDICTABLE FUTURE BY ADRIAN CAMM
21 | EDUCATION TECHNOLOGY SOLUTIONS
educationtechnologysolutions.com.au
Globalisation and the accelerating rate
field of big data, particularly as the
As AI applications become
social media and yet more isolated, as
of technological development provide
appliances and accessories that
increasingly sophisticated, we are
screen time takes away from much of
new and unparalleled opportunities for
we wear and have in our homes
seeing glimpses of the inevitability that
our face-to-face communications.
the evolution of our species. Children
gain greater tracking, storage and
one day in the not too distant future,
The young people graduating
entering primary school in 2019 will
analytical power through the ubiquity
machines will exceed our abilities in
from schools in 2030 will face some
be young adults in 2030. What will the
and accessibility of next generation
many areas. Intelligent algorithms
of the world’s most pressing and
world look like? What career pathways
internet services. Automation is
have even started to exhibit traits like
intractable problems: the political,
will be available to them?
already forcing many industries
creativity; traits that we once thought
environmental, economic and societal
to rethink traditional blue-collar
would solely exist in the human
implications of global warming and
of 2030 will be shaped by
professions. The jobs that were
domain. Even the way we interact
climate change, the ethics and morality
advancements in artificial intelligence
once human endeavours are quickly
with others has changed dramatically.
of our ability to genetically modify our
(AI), quantum computing, synthetic
changing as some jobs become
Everything and everyone has at once
unborn children, an increasing and
biology, biotechnology and the
obsolete and new jobs are invented.
become more connected through
ageing population that has come about
Experts argue that the world
educationtechnologysolutions.com.au
EDUCATION TECHNOLOGY SOLUTIONS | 22
| COVER STORY
through advances in medicine and
children’s imaginations and enable them
increased life expectancy, dwindling
to be resilient in the face of adversity. The
natural resources and the merging and
role of the teacher will still be to teach,
augmentation of human intelligence
but also to model, mentor, facilitate and
through the use of technology and
assist in the development of character
pharmaceuticals. The call for schools
and emotional intelligence. Students will
to adequately prepare students for
need help in developing a certain comfort
an uncertain future can be seen
with being uncomfortable. They will need
throughout the 60s, 70s and 80s under
to be put into situations where they have
the guise of school reform and the risk
to make decisions in order to become
of irrelevance. Whilst the argument
skilled at making good decisions. They
today largely remains the same, we
will need to learn how to navigate the
have never before been in the grip of
multitude of new technologies at their
such rapid technological development.
disposal in safe, effective and ethical
Change is now the one known against
ways. If schools tailor their approach
the multitude of unknowns.
to develop students who have a sense
Schools play a critical role in
of agency, then a variety of teaching
shaping the competencies and
and learning approaches must be used
capabilities of young people in their
that are experiential, project-based and
care. There has always been debate
interspersed with purposeful periods
about the kind of skills people will
of direct instruction. By creating these
need to thrive in the future. An in-depth
conditions, students will be equipped
knowledge, skill set and expertise
with the dispositions, tools and networks
of a particular specialisation is still
to embrace any possible future.
absolutely important, but increasingly,
So, is it possible to teach skills for
major discoveries are happening at the
an unpredictable future? Yes. A breadth
interstices between disciplines and this
and depth of knowledge can be gained
requires depth in a specific field along
through a combination of explicit and
with an ability and the capability to see
implicit teaching and via opportunities
and make connections more broadly.
for students to grapple with complex
Schools need to create the conditions
problems through inquiry. Through
for students to develop a disposition
community service programs and local
toward learning. These conditions must
and overseas expeditions, students
not stymie or stifle curiosity, should free
develop an understanding of their
"A BREADTH AND DEPTH OF KNOWLEDGE CAN BE GAINED THROUGH A COMBINATION OF EXPLICIT AND IMPLICIT TEACHING AND VIA OPPORTUNITIES FOR STUDENTS TO GRAPPLE WITH COMPLEX PROBLEMS THROUGH INQUIRY."
23 | EDUCATION TECHNOLOGY SOLUTIONS
educationtechnologysolutions.com.au
place in the world and how they can
in a number of ways through the
and two workshops. See you at the
of 1,650 students and 350 staff.
be leaders, giving back to others and
experiences teachers develop for
conference on Thursday 8th August
Adrian was previously the Director of
contributing as active, productive and
young people.
2019! n
Teaching & Learning at The Geelong
informed citizens. Through a focus on
What does this look like
College and also the Director of the
emotional intelligence, students learn
in schools? How can this be
how to recognise and regulate their
operationalised? What are some
leader and speaker who explores the
Innovation, where he led a team
emotions and how to see situations
specific examples?
intersection of culture, learning and
who engaged in research projects,
design. Adrian is currently the Deputy
contributed to policy development
from the perspective of others.
Come and meet me at the Leading
Adrian Camm is an educator,
Centre for Learning, Research and
Skills like creativity, communication
a Digital School Conference where
Principal at Mentone Grammar, where
and created professional learning
and critical thinking are developed
I will present a keynote address
he leads the teaching and learning
opportunities for schools in Victoria.
educationtechnologysolutions.com.au
EDUCATION TECHNOLOGY SOLUTIONS | 24
| FEATURE
TECHNOLOGY FOR INCLUSION WITH DIVERSE LEARNERS BY KIM MARTIN
Are the learning opportunities you are providing in your learning spaces enabling the students with additional needs to succeed, have a voice and demonstrate their learning? The aim of this article is to share important considerations when introducing a digital technology solution to meet a student’s learning goals based on universal design learning principles that meet the needs and goals of the learner and can be used in the classroom tomorrow. What is Universal Design for Learning? Universal design for learning is a framework to improve and optimise teaching and learning for all people (CAST, 2018). Planning for inclusive and universally designed learning opportunities that utilise digital technologies can: • enable all the learners to engage in the learning opportunity at their own capacity and ability level • enable multiple means of access to learning opportunities that suit any learner’s abilities (support or extension) • allow access (how) to information, communication (what) and engagement (why) to be differentiated • allow any learner using the technology to adjust or modify settings and empower and enable personalisation to meet an individual’s needs for use
26 | EDUCATION TECHNOLOGY SOLUTIONS
educationtechnologysolutions.com.au
Evaluating Digital Technology
new to a student with additional needs
When considering the introduction
can make a significant difference in
of a new digital tool for a student, it
the successful implementation of
is imperative to remember that the
the chosen digital tool. Examples of
innovation is actually the learner being
questions include:
able to utilise the right digital tool to
• What are the student’s current
engage, collaborate, learn, create and increase opportunities to think and share in a way that works for that student, not the digital tool itself. Therefore, considerations and conversations are required and, where
abilities/areas of strength and capacity? • What are the student’s learning goals? • What are the teacher’s learning goals for this student?
appropriate, should include the learner
• What are the other students doing
before a new digital tool is introduced.
that this student needs to be able
Knowing the learner’s needs and building rapport is always the first step.
to achieve? • What does the student need or
After that comes understanding of the
want to be able to do that is difficult
learner’s challenges and matching
to accomplish independently at
the technology to his or her needs,
the moment?
Universally designing a few ways to improve the engagement and inclusion of our most vulnerable learners and utilising digital technology can make a big impact on the success and enjoyment our students experience.
areas of strength and learning goals, with the aim of building capacity
There are four reasons to introduce
and independence.
a digital technology tool for a learner
Taking the time in the beginning to
in your learning space. The right tool
ask the right questions, find out what
for an individual learner can improve
the learner’s goals and environment
access to the curriculum, enable the
look like and matching that to the right
learner to experience success and
digital tool before introducing anything
demonstrate his or her understanding.
educationtechnologysolutions.com.au
EDUCATION TECHNOLOGY SOLUTIONS | 27
| FEATURE
The four reasons are:
One useful tool to consider using
decision-making process. Both Tony
I would love to meet you and
to help guide your decision-making
and Joy’s websites and resources
share our stories at the Leading a
process is an evaluation rubric.
are worth looking at before you get
Digital School Conference where I am
Using the rubrics touch points to
started. What I like about these two
presenting two sessions: Technology
guide considerations and questions
resources in particular is that the
for inclusion with diverse learners
3. Compensatory – helps the learner
about what digital technology tool to
key questions in each area guide you
(Thursday at 12.10pm) and Digital
to complete activities and tasks
introduce to the student and learning
into gathering data and information
tool smashing – Learning can include
with greater independence; for
environment can be a positive way
to support the consideration and
more than APP smashing! (Saturday at
example, text to speech software.
to ensure all parties involved in
implementation of appropriate
12.10pm)
making a decision have the same
inclusive technologies that focus on
with opportunities to further extend
understanding about priorities for the
the learner, his or her educational
admin@interactivemediasolutions.
and explore learning, knowledge
new tool, including learning goals or
goals and the learning context
com.au n
and abilities.
budget considerations.
first. Once goals in this area have
1. Enhance – helps the learner to learn and function more effectively. 2. Remedial – helps the learner to practise specific skills.
4. Extension – provides the learner
(Adapted from Cook & Polgar, 2008)
Over time, I created my own evaluation rubric template for an
been identified, choosing the right technology or app can commence. Finally, I would like to leave readers
For a full list of references, email
Kim Martin is the Digital Learning Coordinator for Catholic Education SA.
There is a myriad of digital
inclusive technology assessment that
tools to support learners with
works for the specialised field I work
with this quote from Dr Kevin Maxwell,
educator, Kim specialises in professional
additional needs, and to encourage
in (sensory impairments) which I
which has been my screen saver on
learning and inclusive learning
independence, access and inclusivity
can adjust to meet the needs of each
many devices over the years and
technologies. She is a Google Certified
in the learning environment.
individual I am working with. If you
reminds me each day of why I am
Innovator and Apple Distinguished
Universally designing a few ways
would like a copy of this, please reach
an advocate for purposefully using
Educator and was ACCE Educator of the
to improve the engagement and
out to me.
the right digital technology in our
Year 2014. She is passionate about the
learning spaces. “Our job is to teach
way technology can be used to enable
inclusion of our most vulnerable
Joy Zabala and Tony Vincent have
With over 20 years of experience as an
learners and utilising digital
extensive experience in the area of
the students we have. Not the ones
differentiation for learners and has just
technology can make a big impact
inclusive technologies for students
we would like to have. Not the ones
completed her Masters in Education, with
on the success and enjoyment our
and have both created rubrics to guide
we used to have. Those we have right
a major interest in enabling technologies
students experience.
teachers and leaders through the
now. All of them.”
for people with diverse needs.
28 | EDUCATION TECHNOLOGY SOLUTIONS
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| MUSIC TECHNOLOGY
30 | EDUCATION TECHNOLOGY SOLUTIONS
educationtechnologysolutions.com.au
TINKERING AND MUSIC BY JAMES COLBERT
“I would teach children music, physics
on results and standards otherwise
and philosophy; but most importantly
imposed on them. Where is the time
music, for the patterns in music and
to look closely, experiment and build
all the arts are the keys to learning”
something? At what point does the fun
(Plato). It is an important message
go out of learning?
that continues to resonate with me as
to be part of the amazing Upper
away at various objects, making vastly
Primary staff at The Geelong College.
different sounds. She is completely
I work closely with other passionate
immersed in the sounds each object
educators committed to providing
makes, thinking about how they
our students with a vast array of
connect to each other. The look on her
experiences to challenge their thinking
face is wonderment and awe, intense.
and capabilities. More particularly,
What is she thinking about?
in Year 5 I work in a maker-centred
Music and movement is innate
classroom that promotes curiosity,
in all of us in some way, shape or
creativity and collaboration through
form; whether it be playing a musical
making things and tinkering with stuff.
instrument, singing or connecting
It was over 12 months ago and I
with the sound by dancing, tapping or
was working with a group of students
moving. Music is the language we all
completing a small tinkering activity.
share. How do we know what music
We focused on the parts, purposes and
we like? What drives people to be
complexities of broken technology. We
musicians or take up an instrument
asked the students to pull things apart,
and learn to play it? Exposing children
check out the parts, how it worked and
to music and learning through music
how these parts combined to make the
improves memory and develops
machine work, after which I gave them
language and reasoning skills. Where
the task of using the parts they now
does this connect to the modern
had to up-cycle and make something.
classroom and student?
I had a tub of Makey-Makeys sitting on
We know children learn best
a table and students asked what they
through play and experimentation. They
were and could they use one. I said,
like to build things and pull them apart.
“Sure, but I’m not telling you what it
Their curiosity drives their intensity
does or how to use it.” So off they
for learning. However, in this day and
went to find out.
age, students are expected to learn many concepts and skills, focusing
educationtechnologysolutions.com.au
I feel I am very lucky and privileged
I watch my 3-year-old daughter bang
The students came back to me and asked if they could make a
EDUCATION TECHNOLOGY SOLUTIONS | 31
| MUSIC TECHNOLOGY
musical instrument as a YouTube clip
one of sounds, notes and music. The
that demonstrated the Makey-Makey
students joined groups and created little
is the consequence of experience.”
Learning Mentor at The Geelong
turning bananas into piano keys. This
bands, recorded their sound and played
This is no truer than what we try
College Middle School in Victoria.
lit a fire under them. They designed and
it for others. Did I teach them anything?
to provide for our students in Year
He currently teaches in a team of
built their instrument feverously. What
I have to be honest and say no. All we
5 at The Geelong College. Making
three teachers with 65 students in
was interesting to note was that no
did was create the right conditions and it
music through tinkering and coding
an open-planned classroom. The
one directed them, no one gave them
was simply amazing to see 10-year-old
has opened up another avenue for
theme of the Year 5 curriculum is
parameters or outcomes, and they
children come together through music.
our students to communicate and
Designing the Future, where students
followed their idea and passion.
This experience taught me:
express themselves creatively. We
are immersed in the maker-centred
• Children have innate learning skills
hope they continue to connect this
philosophy. James recently toured
way as they navigate through the
the US where he connected with
formative stages of their lives. I
world leaders in maker-centred
hope my daughter continues to find
learning and had the opportunity
joy and happiness in the music
to attend the world-renowned
she creates.
Constructing Modern Knowledge
When it came to coding the instrument sounds, again they followed their nose. They investigated ideas on YouTube, learnt new blocks on Scratch and learnt about the way electrical currents and circuits worked. I observed them working. They were in flow, in control and motivated. Other students fed off this enthusiasm and soon others
that are untapped. • We need to create the right conditions for learning to happen. • The teacher does not need to be in control. • Technology is a great tool to bring things to life. • A set of outcomes and standards
Piaget once said, “Knowledge
I will be presenting STEAM into
James Colbert is a Year 5
Institute facilitated by Dr Gary
the Humanities and Tinkering with
Stager. James completed online
Music at this year’s Leading a Digital
study through The Harvard School of
wanted to have a go. Soon the sound
does not drive student motivation
School Conference in Melbourne in
Education specifically around maker-
in the room changed and it became
to learn, it comes from them.
August. I hope to see you there. n
centred learning.
32 | EDUCATION TECHNOLOGY SOLUTIONS
educationtechnologysolutions.com.au
Teaching Kids to Learn... by Teaching Kids to Code
| OFFICE SPACE
THE EVER-CHANGING ROLE IN DIGITAL LEADERSHIP – MENTORING AND COACHING BY RICK NOACK
In my previous article in edition 84
as a support and guides teachers
of Education Technology Solutions,
through negotiated/identified issues.
I took readers on a journey of my
This then creates a partnership
leadership in moving a school forward
between the leader and the teacher
into the digital age. By using the John
whereby they work together to achieve
Kotter Model, I was able to unpack
the improvements in the classroom
the steps it took to move my sites
practice. Often, this occurs through
forward. Today, I unpack this further
conversations and observations.
to help you to understand the way
In my role as principal and as
in which I utilised coaching and
my site began to lurch forward with
mentoring strategies to guide my staff
technologies, it became quite clear
as I supported them to take their first
that my leadership had to focus on
steps in harnessing digital technologies
mentoring and coaching of some staff
themselves and with their students,
to support them. Through attending the
embedding them within their teaching
Leading a Digital School conferences
and learning programs.
over time, I have been able to glean a
First of all, I will unpack coaching
range of understandings and skills to
and mentoring particularly from an
be able to support my staff with the
educational leader’s perspective.
use of effective digital technologies in
Coaching involves the educational
their classrooms, specifically ensuring
leader and teacher working
that their purpose was to improve
together to collaboratively look at
student learning outcomes.
classroom approaches, interpersonal
In the early days, it was important
relationships, or organisational and
that I modelled the use of digital
administrative issues; all of which
technologies in my day-to-day life at
contribute to the achievement of the
school, as well as strategically placing
whole-school improvement plan, and
myself in classrooms to observe
improvements in students’ learning. It
teacher practice and the inclusiveness
is not evaluating and judging teacher
or not of digital technologies. This
performance; rather, it should be
provided me with the opportunity to
a positive impact on any teacher
have open conversations with staff
regardless of how long they have
and discuss the range of possibilities
been teaching.
and opportunities where digital
Mentoring on the other hand is
technologies could enhance the
intended to support the development
learning for their students within their
of all teachers where the leader acts
teaching and learning programs.
34 | EDUCATION TECHNOLOGY SOLUTIONS
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educationtechnologysolutions.com.au
EDUCATION TECHNOLOGY SOLUTIONS | 35
| OFFICE SPACE
rooms to model the digital technology
a rapid pace, but the great delight
beside teachers in their classrooms
I found it extremely positive to sit
tools with their students to begin the
is now I have staff who face this
to this year’s Leading a Digital School
and discuss their teaching and
first steps forward.
challenge head on and continue to
Conference as we continue to enhance
evolve themselves.
our students’ learning through digital
learning programs with them. Through
In all good modelling and coaching
In summary, the three most
Once again, I will be taking my staff
this, we were able to identify strategic
scenarios, it was important for me to
opportunities where teachers could
learn with and alongside the teachers.
effective strategies as a leader I have
technologies. I look forward to seeing you there and would be happy to have
dabble in digital technologies with
This provided the opportunities for
embodied over time have been:
a chat. n
their students. This began with the
rich dialogue to occur and helped my
1. a continuing and consistent
extensive take-aways which were
staff trust in themselves to take this
message to staff around the
seen and heard at the Leading a
risk with digital learning, knowing that
importance of embedding digital
Para Hills West Primary School. Rick
Digital School conferences, not
their leader understood and supported
tools with students and providing
has been a leader in schools since
only by myself but also by the staff
them to ‘give it a go’!
connected professional learning
2009, initially as an RBL coordinator
opportunities for staff (Leading a
focusing on pedagogy and digital
Digital School Conference annually)
technologies, before moving into an
Rick Noack is the Principal at
which I had previously included and
For me as the leader, it was
had participated in the conferences
and still is an exciting time as each
as well. As a site, I encouraged all
staff member trials, implements and
participants and myself to form a
later embeds digital technologies
each point of transition by building
leading digital technologies, and now
Techie PLC to spend time trialling and
in their learning programs. As
a culture of risk taking
as a Principal. He has a real passion
sharing the range of new practices
you can appreciate, the journey is
3. learning with staff and embedding
for digital technologies and their
learnt from the conferences. I would
never ending as the face of digital
resourcing for digital technologies
importance in enhancing student
often work with teachers in their
technologies continues to evolve at
annually in the school budget
learning outcomes in schools.
36 | EDUCATION TECHNOLOGY SOLUTIONS
2. modelling and coaching my staff at
Assistant Principal role, including
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| FEATURE
IMAGE CONTROL AND PRIVACY How Does Your School Measure Up? BY COLIN ANSON
The digital era has given rise to a culture where taking photos and sharing them are the norm. What does this mean for photos taken at and for educational institutions? How can educators ensure the privacy of students in their care?
38 | EDUCATION TECHNOLOGY SOLUTIONS
educationtechnologysolutions.com.au
When Teach Queensland ran an
In this digital age, image control
visibly stated in a school’s Collection
leaves or retires, who takes on this
image on its Facebook page to
and privacy management are essential,
Statement or Privacy Notice for a
responsibility? It is a major resourcing
promote teaching as a profession,
especially at educational institutions
student to read and understand before
issue and strain for schools today
it did not anticipate the backlash it
where there is a duty of care.
they supply personal information.
as their image collection continues to grow at a rapid pace, and demand
received for using a student photo without permission. The image
Image Control and Duty of Care
depicted a teacher surrounded
from parents to gain access to
An institution has a responsibility to
Dealing with Technical Issues
by young boys of Indigenous
ensure that any personal information
Protecting student images must be a
children increases.
appearance marked with white body
shared by students and their caregivers
core component of any responsible
Educational institutions need a
paint and wearing red bandannas.
is always kept secure, well-protected
effort to use data and technology to
solution that not only meets all the
The caption read, “I always had a
and private. Images and recordings
improve school and student outcomes.
criteria to provide duty of care but has
soft spot for the trouble makers, the
are part of this remit. The issue is
The issue is that many institutions
been built with security and privacy
misunderstood, the kid that everyone
that images form part of many school
are not set up for complex image
as a priority. Schools without a way
thought wouldn’t make it.”
activities – from identifying students to
management because there are few
to collect and apply explicit and
marketing and communications – so
technical solutions that are fit for
specific consent via an automated,
condemned the image for its
how should an organisation approach
this purpose.
central system that stores, identifies,
derogatory implication – that
security and privacy while still
Indigenous boys are trouble makers
maintaining functionality?
Academic Dr Chelsea Bond
and less likely to ‘make it’ – and
The first step is to obtain active,
Heard about the school that
everyday school content of their
classifies and matches consent wishes
pinned up images of students who
at the asset level are at risk. Negative
did not consent to having their
outcomes do not just put children in
doubled down on the organisation’s
voluntary consent (opt-in rather than
photo taken, so the teachers would
harm’s way; image mismanagement
use of the image because one of
opt-out) as part of implementing a
remember the special cases? What
means the school is unable to comply
the boys was her son and she had
privacy policy. If a school intends to
about the one where teachers spent
with privacy law and practise duty of
not given permission for Teach
capture an image or recording of a
hours matching kids in photos with
care, which exposes the institution
Queensland to use it.
student, it must first ensure that it has
parents? Or the case where using the
to legal ramifications and damage to
established clear protocols around
photo management tool involved a
school reputation.
associated with image sharing,
obtaining consent to do so and only
32-step process to upload and access
and many parents and educators
use that image in accordance with the
an image?
know about well-publicised negative
relevant privacy principles.
There are a number of risks
outcomes, from cyberbullying and
To be effective, the consent
identity theft, to stalking and child
For starters, many schools do
Preventing Data Breaches In Australia’s privacy laws, schools
not have a central repository to store
have obligations in relation to ensuring
process must not be coercive. For
and retrieve images. Images might
that personal information is kept
photo harvesting by paedophiles. But
example, schools cannot say if consent
be scattered across multiple servers,
secure. These obligations include
the seemingly innocent uses, such
is not provided, a student cannot enrol
hard drives and devices across the
taking reasonable steps to prevent
as Teach Queensland’s, are less well
– that is a condition of entry. Moreover,
entire school community, which means
unauthorised access, use or misuse,
known and can actually have lifetime
different types of consent should not
it is easy to lose track of what has
disclosure, destruction or loss of
implications for some children.
be bundled; bad consent forms will
been captured, who has it and where
personal information, dependent on the
often lump everything on one form with
it has been stored – not just an issue
type of personal information they hold,
embarrassed by his or her learning
an ‘all or nothing’ sign-off in the hope
of storage and accessibility, but also
the format it is kept in, and the degree
difficulties, who becomes the
that it will make administration easier,
risking security breach.
of sensitivity it has to the individual.
brochure image for the remedial
when it actually makes the process
learning department, or a shot of
more complicated.
Consider a child, already
an awkward teen competing at the
There will also be special cases
Photo management is a time-
Additionally, there are obligations
consuming and laborious task for
regarding the transfer of personal
teachers and school administration
information overseas.
dreaded swimming carnival used in
where parents or a court order have
staff. The files need to be properly
the school newsletter. Using photos
requested no photos of their children
tagged with the student’s name,
cloud-based services for image
inappropriately or without consent can
are ever to be taken, shown or shared,
organised by consent and permissions,
management. Schools remain
cause a lifetime of pain, especially
and schools struggle with adhering
and then stored (preferably together)
responsible for ensuring the privacy
in children susceptible to anxiety or
to these wishes because they have
somewhere safe and secure where
and security of personal information
depression. In this Instagram-driven
not kept an adequate record of these
they can only be accessed by those
collected from students, even if they
world where, since the introduction of
students and restrictions.
authorised to use them.
pass along the management of that
social media ten years ago, there has
If images are necessary for the
It is common for this role to fall
Schools are increasingly using
personal information to someone else.
been a 68 percent increase in girls
school to function, such as to identify
to one person, and oftentimes it is
17 years old and under self-harming
students at the daily roll call or for
not their primary role, merely added
Index ranks the education sector
due to the rise in body dissatisfaction,
medical purposes, for example, to
on to their main job of teaching,
as one of the weakest sectors on
insecurity and low self-esteem about
identify those who are at risk of
administration, or marketing. Even
privacy. Using digital technologies or
their appearance, I think it is time we
anaphylactic allergic reactions, these
if the school does have a full-time
cloud services to deal with student
should all start to worry.
conditions should be clearly and
photo manager, once that person
images? Then:
educationtechnologysolutions.com.au
The Deloitte Australian Privacy
EDUCATION TECHNOLOGY SOLUTIONS | 39
| FEATURE
they stop? Will they be able to
also brings new challenges with
Colin saw an opportunity to create
get the information back? Can
regard to image control and privacy
a unique business within his area of
clients seek remedy for any
management. An educational
passion – photography. He witnessed
harm suffered as a result of
organisation with a clear policy and
first-hand the potential risks and
their action?
robust consent processes is already
harm the mismanagement of photos
Schools that give their business
streets ahead of the industry when
can have on children. He became
its students’ information set out in
to privacy compliant local providers
it comes to protecting its students,
an advocate for protecting every
those documents
arguably reduce their risk, so consider
meeting its legal obligations and
parent’s right to determine how their
using Australian companies or an
maintaining its reputation. Finding
child’s photo is used and protecting
in place to secure personal
Australian subsidiary of a global outfit,
the right tool to implement these
every child’s right to safety and
information
and make sure they manage and
elements is the next step. n
digital privacy. After learning of the
• read and understand their terms and conditions • check they are subject to the requirements of the Privacy Act 1988 • agree to all the uses and disclosures of the school’s and
• check they have adequate controls
• check they do not store data in a jurisdiction that is less secure
store data and any backups securely in Australia. Technology has certainly made
minefield of privacy laws and the Colin Anson is a digital
daily stress for schools in managing
entrepreneur and the CEO and co-
and sharing the photos of every
it easier for a school to store and
founder of the child image protection
single student, Colin decided to do
over the service should the
use the information it collects
and photo storage solution pixevety
something about it. And pixevety
service do the wrong thing: Will
about students, but the digital age
(https://pixevety.com/). In 2012,
was born.
than Australia • check that clients have control
40 | EDUCATION TECHNOLOGY SOLUTIONS
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| NEXT STEP
42 | EDUCATION TECHNOLOGY SOLUTIONS
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DRONING IN THE CLASSROOM BY JOHN PEARCE
If we are to believe futurist Thomas
overflying sections of the local coast at
Frey, drones will become the most
around two-monthly intervals and then
disruptive technology in human history.
crunch the data with the Australian
To be fair, Frey’s definition of a drone is
Propellor software. This software
more than the flying unmanned aerial
allows users to draw virtual transects
vehicles (UAVs) we typically think of
or plots along or across the beach to
when we talk of drones. The reality is
compare data across a range of dates.
that drones are more than just flying
From this, we can calculate the amount
cameras; they are being used to deliver
of sand movement and/or changes
goods, fight climate change, monitor
in the beach profile, amongst other
reefs, supply humanitarian aid and take
information. The software also enables
part in races.
users to render 3D representations of
My involvement with drones is via the state-wide VCMP project which
the beach. In order to participate in the
uses them to monitor coastal erosion
program, we had to undertake some
hotspots. “The Victorian Coastal
basic training in using the drone safely
Monitoring Program aims to provide
and efficiently. Whilst not a full remote
communities with information on
pilot’s licence, the training did cover
coastal condition, change, hazards
most of the practical aspects required
and the expected longer term impacts
to get licence certification. We were
associated with climate change that
also made aware of and have to
will support decision making and
comply with the Civil Aviation Safety
adaptation planning.”
Authorities (CASA) rules for flying sub-
As a citizen scientist, I am part of a local team that uses a Phantom
2kg drones. Prior to becoming involved in this
4 drone, aeropoint satellite-based
program, I had purchased a couple of
markers and some pretty clever
small entry-level drones with a view
software that lets us measure the
to investigating if and where drones
amount of sand that is shifted along
might fit within the school curriculum.
sections of a beach. We do this by
Since that time, a number of things
| NEXT STEP
have happened which have sharpened
are also developing learning options.
context for building resilience and
an entry to the exciting world of drone
this focus.
Importantly, a number of these
learning from failure. Even the best
racing and open up the many maths-
The two major consumer drone
third-party supports originate in
pilots have at least one malfunction.
based explorations that are involved in
manufacturers, DJI and Parrot, have
Australia and are designing and
realised that the education sector is a
providing content that fits the
with simple in-built cameras which can
can be full of thrills, designing courses
market that could be tapped into. As
Australian Curriculum.
be employed to capture images that
that are challenging but realistic can be
Drones provide a very practical
can be used as evidence of mission
just as exciting.
adapted previous entry-level models
means to develop science, technology,
completion or as data for analysis.
A number of the entry-level
to better reflect the needs of schools.
engineering, arts and maths (STEAM)
More sophisticated drones can be
drones can also be controlled using
At the same time, educators around
projects. In order to best utilise
used in data gathering across the
code, from block-based through to
the world have also been developing
drones, it is important to understand
curriculum, especially in geography,
Python and Arduino. This opens up
specialised drone options with
the physics of flight and the various
geology and the natural environment.
the opportunity for students to devise,
students in mind. Most of the skills
systems that combine to keep drones
LEGO connectors on entry-level drones
program and fly missions that mimic
involved in learning to safely fly these
airborne. Designing and making
enable the addition of lightweight
real-world applications. If students
entry-level drones can also be applied
drones fits perfectly within a STEAM
components which can be used to
are working with more sophisticated
to more sophisticated models; flying
framework by bringing together
simulate real-world missions. In the
drones, there are a number of software
a continuous and even figure eight
science understanding within a design
real world, drones are now also being
options available to plan and run
pattern is just as tricky with my Parrot
process that involves multiple systems.
used to take the place of fireworks
missions. Whether using smartphones,
Mambo as it is with my Mavic Pro.
In addition to basic design work, drone
and other lighting effects, again
controllers or software, flying and
kits provide the opportunity to devise,
something that is within the scope of
coding drones can be quite different to
developing some excellent support
prototype and test novel uses for
the classroom.
doing similar tasks using terrestrial-
materials aimed specifically at the
drones. The process of constructing
education market. Some major
drones (and sometimes flying drones)
considering is a first person view (FPV)
third-party developers, including
often involves quite a lot of trial and
camera. When paired with goggles,
technology there is a cost involved
Swift Playgrounds amongst others,
error learning, which provides a perfect
these cameras provide students with
and other considerations to take
a consequence, both companies have
Both DJI and Mambo are
44 | EDUCATION TECHNOLOGY SOLUTIONS
The better entry-level drones come
Another drone component worth
this activity. Whilst flying a drone race
based vehicles. Of course, with any new
educationtechnologysolutions.com.au
into account. Flying time is one of
becoming increasingly available;
context for learning safe procedures;
classroom, augmented and virtual
these; some entry-level models
some are available for as little as
most damage to drones occurs not
reality, engineering robots, coding
typically provide 8-10 minutes of air
$20 from popular stores such as
in flight, but in packing, unpacking
and data. n
time per 30-minute charge. With the
Kmart. Micro-drones that fit into the
and transport.
better options, users can purchase
palm of your hand can be purchased
combos that have multiple batteries
online for very minimal cost.
with even entry-level drones enables
years teaching in primary schools,
and spare propellers. With micro
Despite the fact that these products
students to better consider options
John Pearce now tutors at Deakin
drones it is important to understand
contain flyers and instructions on
for the use of drones in the wider
University. John’s ongoing interest
the control range after which the
safe and responsible drone use,
world. It can also lead to senior level
in both science and also the use
drone may get ‘lost’. When looking
experience suggests that these are
students undertaking certificate
of ICT across the curriculum has
at larger drones, it is important to
often ignored. Schools offer an
level qualifications and even remote
seen him present at local, national
consider the camera capability as
opportunity for a more structured
pilot licences (RePL), as is already
and international conferences.
well as navigation features, such as
review of these rules. Working with
happening in a number of settings.
Lately, he has become interested in
collision avoidance and return-to-
drones in schools also provides an
base features.
opportunity to discuss and consider
Leading a Digital School Conference
and Makerspaces. His web-based
privacy and other issues associated
where I will be facilitating hands-on
resources attract readers from all
with drones. Schools also provide a
workshops around droning in the
over the globe.
Overlaying all of these considerations is that drones are
educationtechnologysolutions.com.au
Having hands-on experience
Come and meet me at the
Having spent more than thirty
digital curriculum, including coding
EDUCATION TECHNOLOGY SOLUTIONS | 45
| LET’S TALK PEDAGOGY
BAREFOOT LEARNER CAPABILITIES: HOW WE ARE DEVELOPING COMPETENCIES FOR THE REAL WORLD BY JULIA BEVIN
As with many educators, I have
for reading, writing and maths. This
sports and so on, whilst at the same
consultation in 2016, as it was clear
grappled with the purpose of
information was then required to
time creating angst for the learner,
to the Board of Trustees that a strong
assessment for some time. It often
be reported to parents, the Board
families and indeed themselves.
vision for learning at Paekãkãriki School
feels as though we are subjecting our
of Trustees of each school and the
learners to tests and assessments
Ministry of Education using language
and leaders were given an opportunity to
village and it was important to us that
that serve no purpose other than to
such as ‘below standard’, ‘at standard’
rethink assessment in our schools. With
our school reflected the village values
generate an arbitrary score that could
or ‘above standard’. Many educators
a change of government came a change
and philosophies. The community
be quite different if they sat the test
and researchers (Ken Robinson, Tony
in the legislation governing schools and
consultation in 2016 provided us
tomorrow, and yet these situations
Wagner, Guy Claxton) in the field of
we are no longer required to measure
with great information about what our
induce anxiety and stress for teachers,
education have shown us that the skills
or report student progress in relation to
community wanted for their children
learners and families.
and capabilities our students need for
the national standards. This has given
at our school; we began to see a clear
their futures are much broader than the
leaders and teachers at Paekãkāriki
picture of the experiences, skills and
around the issue of assessment and
national standards focus we have had
School the scope to move forward
capabilities that were valued by our
measurement. Are we measuring the
in New Zealand for the past decade.
with a skills and competencies based
community. By the end of 2016, we
things that we value? Do we value that
This narrow focus created a difficult
curriculum that was, in 2017, in its early
had disseminated this rich information
which we are measuring?
environment for teachers who worked
stages of development.
into four guiding principles and had
So, a burning question for me is
For nine years, New Zealand
hard to ‘shift’ students in relation to
Late in 2017, New Zealand teachers
The process of developing the skills
teachers have been required to measure
these standards, very often at the
and competencies based curriculum
students in relation to national standards
expense of sciences, arts, technology,
began with extensive community
46 | EDUCATION TECHNOLOGY SOLUTIONS
was needed. Paekãkãriki is a small
established a new vision for ourselves as the Home of the Barefoot Learner. During 2017, we took the four
educationtechnologysolutions.com.au
educationtechnologysolutions.com.au
EDUCATION TECHNOLOGY SOLUTIONS | 47
| LET’S TALK PEDAGOGY
guiding principles of belonging,
their children’s education. Students
this strong and clear vision to our
connecting, exploring and thriving,
use the progressions to self-assess
community. We have been pleased
and broke them down into key skills
and teachers use them to measure
with the reaction from the community
and capabilities for our learners.
progress. Our next step is to ensure
to our Home of the Barefoot Learner
you about this and other topics during
We were able to align these with
that quality evidence is shared for each
vision and it seems to ring true with our
my presentations at the Leading a
the New Zealand Curriculum Key
progression with families. We have
community and visitors to our village. It
Digital School Conference this coming
Competencies. This, in effect, gave us
a digital platform that allows a range
is a continuing journey for us to embed
August in Melbourne. n
our graduate profile and has enabled
of evidence to be shared in real time,
this vision and a common language
us to develop our own local curriculum
and seeking family feedback on this
across the school, in all that we do, so
After completing a BA in
based around these.
evidence is a next step for us.
that everyone knows and understands
Psychology and Education in the
The capabilities are outlined
we do not value? I would love the chance to chat with
us. Making the guiding principles known
early 90s, Julia Bevin trained as
as a series of progressions in our
reaching than the traditional reading,
and understood widely, and making
a primary school teacher. She
Barefoot Learner matrix against which
writing, math achievement data and so
explicit the links to the curriculum, is an
has worked in several NZ primary
we measure and report on student
we are still in the process of refining
ongoing process for us.
schools and has always held onto a
progress. These progressions were
our systems to measure and report
collaboratively developed with teachers
on these. Informing parents of this
we will need to re-evaluate. As part
was yesterday, to always consider
and students. These capabilities
process is also important. We have
of our self-review process, we need
what is possible and to focus on
have signalled a shift to students
developed a curriculum where we
to ask questions of our students,
how we can improve things for
taking ownership of their learning
focus on the skills and qualities they
teachers, board and families:
learning and teaching. Julia has
– learner agency and responsibility
identified as being important; our next
• Have we considered everything
been the principal of Paekãkãriki
are frequent conversations. They
challenge is to be able to demonstrate
that is important for our
School for three years, during which
also give us a meaningful tool for
progress against these things.
students’ futures?
time they have made huge shifts
measuring and reporting on the things that our community values for
48 | EDUCATION TECHNOLOGY SOLUTIONS
These capabilities are more far
• Or, are we still assessing that which
As with any program of change, we needed to consider how we deliver
After a period of implementation,
• Do we value the things we are measuring?
desire to be better today than she
in their curriculum, pedagogy and school culture.
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50 | EDUCATION TECHNOLOGY SOLUTIONS
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I do not know about you, but I have
limitations of the end user” (IB Design
not be outside the realms of what
they may not have otherwise tried to
seen this before. I have been this
Guide, 2015, p4). Once we scratch
we do, but it often is. And here is
do. The results are things we could
before. It is an easy trap to fall into. You
below the surface and take away the
the response.
not have imagined. Every class is
unwrap the bright and shiny new ‘thing’
shiny things, design is problem-solving
that will transform your classroom. It
methodology and technology is useful
will be the solution to a problem we
only if it too solves a problem.
never knew we had and the gateway
“Why?” before “What?” If I had
“Tell me how to do it,” is the cry of the student who is stuck. “Well I could. Or you could just
different. New leaders emerge and students are in control of what they learn and how they learn. Our dream
try something different. Have a go at
is that students develop a mindset
to a whole range of new and exciting
a mantra, it would be this. Why am I
solving the problem yourself. It doesn’t
that they will attempt anything, no
problems that did not exist before, but
doing this has to come before the what
matter if you get it wrong. You just
matter what they have been told in the
now do. If only it did what we wanted
do I need to make it happen. I cannot
need to attempt something different to
past and no matter what others might
it to do or even delivered some of the
solve a problem without knowing what
what you have already done.”
think they can do. It is the mindset I
expected outcomes!
I am trying to solve.
Sometimes, some students do,
want our design teachers to have – to
Design has many names, many
I see innovation as the output
while others will not even budge. Fear
take risks, to be different and to try
ruses and so many different acronyms.
and product of creativity. If creativity
of getting it wrong has been smashed
something outrageous. Who knows
At its heart, though, it seeks to do
is the noun, then the act of this
into them so many times that the
what might happen?
the same thing, whatever the label.
creativity finds its place through
thought of not getting it right the first
Design is about solving problems. It is
innovative thinking and doing. At
time overrides any natural curiosity.
more about this at the Leading a
about solutions; testing solutions and
times, we blame lack of resources
Some students would prefer getting
Digital School Conference and moving
improving solutions. “Design is the
on our ability to innovate, when in
in trouble for not trying, not even
forward together. n
link between innovation and creativity,
fact it is the constraints that inspire
attempting to get it right, because its
taking thoughts and exploring the
innovation. It is not about what I
beats the shame of getting it wrong.
possibilities and constraints associated
have, but what I do not have that
That says something about our schools
and Technologies/Innovation at
with products or systems, allowing
inspires innovation and this drives
and our system. Something needs
Helena College. He loves to play with
designers to redefine and manage
our learning. To be innovative,
to change.
technology and often gets it wrong
the generation of further thought
sometimes we need to limit what we
through prototyping, experimentation
have, what we get and what we give.
pushes students to think they can,
part of the journey and part of the fun!
and adaptation. It is human-centred
We challenge our students to think.
rather than believe they cannot and
Readers can find Matt tweeting as
and focuses on the needs, wants and
Challenging students to think should
then asks them to attempt things
@mattoman71
educationtechnologysolutions.com.au
Innovation as a classroom subject
I am looking forward to talking
Matt Zarb is Head of Design
before he gets it right… but that is
EDUCATION TECHNOLOGY SOLUTIONS | 51
| FEATURE
HOW EDTECH PAVES THE WAY TO
PERSONALISED LEARNING BY LIVIA BRAN
50 | EDUCATION TECHNOLOGY SOLUTIONS
educationtechnologysolutions.com.au
Education technology (EdTech) is
assessment, all without losing sight
small victories in his or her individual
not exist a decade or two ago, thanks
slowly conquering every classroom.
of the administrative features school
way. Considering that the average
to technology; since the pace of tech
It is a long journey, considering the
management continued to need.
classroom is comprised of a few tens
development seems to be at an all-time
of students (going up to hundreds in
high, today’s kids will most probably
worldwide perspective, but some parts
Currently, we are witnessing
of the world really reap the benefits of
another shift. This time, the LMS is
the case of university), it is impossible
hold jobs that not only do not exist
the incredible advancements in EdTech.
moving towards the learning needs
for the one educator in it to differentiate
yet, but will require an even higher
The number of educational software
of students, as they are the ones
instruction to meet the learning needs
degree of tech proficiency. So, it is
programs, websites, apps and other
using the system most often, after
of each student – without a little help,
only natural to use technology in their
tools continues to expand, especially in
all. More and more educational
that is. This help comes in the form
learning environment.
the English-speaking world.
stakeholders understand how
of EdTech.
Not only is this number growing,
important each learning experience
Educational technologies can
More and more classrooms adopt bring your own device (BYOD)
but EdTech is getting better too.
is for the success of students, so the
be used to not only help streamline
policies and encourage students to use
Take the example of the Learning
latest LMS developments focus on
processes for teachers or school
technology to support their learning.
Management System (LMS). At its
giving them more control over their
management, but also provide a way of
Flipping the classroom is another way
dawn, an LMS used in an educational
learning process and make everything
offering a more personalised, tailored
to ensure this. No matter if they use
institution was all about school
more engaging.
process of learning to ensure that every
technology at home to prepare before
student in the classroom is effectively
class, bring it to school to use it in
EdTech is Increasingly Learner-Centric
supported, no matter the level or ability.
the classroom or simply find it there,
Here are a few directions in which
students are exposed more often to
took which courses, had which grades,
The LMS is not the only type of EdTech
EdTech is developing and paving the
blended learning environments.
paid the tuition if that was the case,
that is trying to put the student in the
way to personalised learning.
and so on. The system did the job
driver’s seat. Many other educational
pretty well.
tools are being adapted or created from
1. Blended learning
consider implementing more such
scratch based on this idea of providing
The main role of any educational
initiatives. Face-to-face instruction and
were the ones using the LMS more
students – from kindergarten to high
institution is to prepare students to
the input each educator brings in the
often than administrators, there was
school to university – a higher degree
become successful adults in the
classroom will never become obsolete,
a shift towards meeting more needs
of agency.
future. Nobody can actually know
but combined with the right EdTech,
for sure what the future will hold,
can become more powerful.
management. Headmasters and school principals needed an easy way to know at any given moment which student
In time, as teachers realised they
of educators. The LMS therefore
The thing is, learning is a deeply
There is more than one way to blend instruction and teachers should
developed features that helped them
unique process. Each student learns
but it is safe to assume technology
create better online courses and
differently and has to overcome
will be a great component of it. Even
2. Video learning
support instructional delivery and
different challenges and celebrate
nowadays, people have jobs that did
As long as they are old enough to type,
educationtechnologysolutions.com.au
EDUCATION TECHNOLOGY SOLUTIONS | 51
| FEATURE
As Sal Khan so eloquently put it,
4. Adaptive learning
people turn to the internet to get their
is that students can be included in the
questions answered, and students
process; they can even lead it. The
educators should teach for mastery,
Continuing on the idea that each
are no exception. If they want to learn
green screen can easily find its way in
not for test scores. Students should not
student has a unique set of learning
something or clarify a concept, they
any classroom when teachers have an
be able to move on to more advanced
needs and a unique way to absorb new
will find a relevant video in no time.
open mind about this possibility.
parts of a subject until they prove they
knowledge, the ideal learning process
master the more basic parts. In this
would be one that adapts feedback and
3. Mastery-based learning
way, they build knowledge on top of a
suggestions on every step of the way.
One of the most frustrating aspects
very strong foundation and will be less
Face-to-face instruction can achieve
many students when they are learning
of the current educational system is
prone to drop off their studies later on.
this, but since there are many students
because it engages more senses than
its obsession about standards; every
It can be a challenge for teachers
when they are just reading or just
student should learn the same things
to adopt this approach, keeping in mind
listening. The flipped classroom is
in the same way at the same time.
the many standards that still have to
again a great example of using video
Otherwise they fail. But things do not
be met, but with the right EdTech tools,
systems learn about the student as
to deliver instruction, but teachers can
really work that way. Each student
it can be done. For example, a school
the student learns, and adapts the next
include it in other ways as well. And if
has his or her own interest, learning
LMS with competency- and mastery-
steps the student can take within the
they add a degree of interactivity within
strengths and pace at which he or she
based features allows educators to set
system based on previous ones. For
it, student engagement rates will soar.
makes progress. By forcing a certain
rules on what learning content is to be
example, it can prompt the student
The good news is, creating a
way, standardised education cannot
shown to each student based on their
when he makes a mistake, it can
video is not that complicated, with the
possibly meet the needs of the student
previous activity and results within the
suggest studying some extra resources
current video technology doing most of
and becomes fertile land for learning
system, all without drifting away from
and get assessed again or it can
the work for you. The even better news
gaps accumulation.
meeting standards.
unlock more advanced modules for
YouTube is not the second largest search engine for nothing. The video format is preferred by
52 | EDUCATION TECHNOLOGY SOLUTIONS
and only one teacher, it is not a viable solution in a classroom. However, adaptive learning
educationtechnologysolutions.com.au
extra credit. Everything can be set on
(AR), but mixed reality, 360° pictures
education is a much-needed shift
‘If… then…’ statements. Even though
and videos and 3D simulations can
from the standardised way that is so
an adaptive learning system is based
also top the list. These technologies
ingrained in the education system of
on such automatic rules, those rules
provide the highest degree of
today. Placing the students and their
are designed by the teacher, so the
interactivity of all EdTech and students
learning needs at the hear t of each
teacher’s ability to identify and select
love them.
educational initiative will help them
the most appropriate options is crucial. Adaptive learning technologies are
Even though the financial costs may still be a bit prohibitive, the tide is
succeed later in life. EdTech will play a crucial role in
just beginning to gain some track in
turning for the better. For example, a
achieving this, through the various
the online education landscape, but
VR headset can cost under $10 USD
ways it suppor ts educators in
educators should keep a close eye
and most educational VR and AR apps
creating and delivering personalised
on their development. The potential
are free to download and use.
learning experiences for every
that adaptive learning can bring to the
There are still programs to be
student. The most impor tant thing
table is huge, both for regular students
implemented and studies to be made
is to find the EdTech that is most
and for those differently abled. It is an
before we can reach some conclusion
appropriate for each classroom, not
enormous stepping stone on the path
regarding the efficiency of such
just adopt every latest tool because
to personalised learning and learner-
technologies on student academic
it seems to shine bright. Even
centric education.
outcomes: are they really that good, or
though it is challenging, we already
are they just the latest fad? Until then,
took a few steps on the path to
5. Immersive learning
there is no denying that immersive
personalised learning. n
Students learn best when they are
technologies do have an impact
immersed in the subject and what
on student engagement and open
better way to achieve this if not
immense possibilities for the future
at CYPHER LEARNING, a company
by including immersive learning
of education.
that specialises in learning
technologies in the classroom? The
Livia Bran is Content Manager
management systems. Check out
most popular examples are virtual
Closing Thoughts
her posts about EdTech for K-12 and
reality (VR) and augmented reality
The learner-centric approach to
Higher Ed on the NEO blog.
educationtechnologysolutions.com.au
EDUCATION TECHNOLOGY SOLUTIONS | 53
| TEACHING TOOLS
56 | EDUCATION TECHNOLOGY SOLUTIONS
educationtechnologysolutions.com.au
DIGITAL TOOL SMASHING
LEARNING CAN INCLUDE MORE THAN APP SMASHING! BY KIM MARTIN
So, your class has mastered Book
setting parameters and supporting
the features they need or want and
Creator for writing a story to share with
app smashing in their learning space.
intuitively experiment with a variety of
a real audience, they rock at using Do
Whilst this post focuses on the power
apps to create their final product. The
Ink for green screen movie making and
of combining iOS apps in an education
key to app smashing is the camera
they are all over SeeSaw for recording
setting, over time, the term app
roll or the ability to save a photo, a
their learning. It is time to integrate
smashing has also come to include
video, or an image they have sourced
a few quality apps to take it to the
the use of more than just iPads and at
or created and importing it into another
next level.
times more than one device type; for
app to combine or manipulate it to
example, using a Chromebook and an
create something new that was not
iPad to create a finished product.
possible in either of the other apps on
App smashing is the process of students utilising a core of quality apps that complement and enhance each
educationtechnologysolutions.com.au
Students intuitively explore apps
their own. However, app smashing it
other to create inspiring and engaging
long before a teacher has had time
more than utilising the features and
ways that not only demonstrate their
to offer step-by-step instructions and
functions of more than one app to
learning but showcases it and allows
often find an app’s limitations and
reach an objective.
you to assess their understanding
special features before teachers have
and skills. The term app smashing
fully explored the app’s learning and
transformation of projects into rich
was coined by Greg Kulowiec (US) in
integration potential. Students also
media creations, which encourages
2013. Laura Cummings has a great
often soon realise one specific app
the seamless use of digital tools for
blog post about app smashing if
does not allow them to produce a
learning. The two key elements for
readers would like to know more about
final piece of work or product with all
success when app smashing with
The power of app smashing is the
EDUCATION TECHNOLOGY SOLUTIONS | 57
| TEACHING TOOLS
iPads are the camera roll and the ability
use App Smashing as an assessment
Android
to share creations. When you first
4. encourages critical thinking
ownership in their learning process
tool full of ideas for using Book Creator
• iMovie (iOS)
introduce the concept of app smashing
5. helps students construct
as a formative assessment tool.
• SeeSaw (iOS); Android
to your class, depending on the age
knowledge and demonstrate deep
of students and their familiarity with
learning
the apps, you may recommend and
6. helps maximise the potential of
demonstrate how to utilise specific
digital tools by combining features
apps together to create a finished
and functions
product. Eventually, however, the
7. allows creativity to shine and
• Explain Everything (iOS); Chrome Combining Apps for Innovative
and Android
Project Ideas
• Garage Band (iOS)
1. multimedia book (topic/theme
• Pic Collage
can cover any curriculum or
• ChatterPix
interest area)
• Apple Clips (iOS)
goal is for students to consider the
allows students to demonstrate
assessment criteria and decide for
their learning in their preferred
themselves which apps will work
communication mode; for example,
3. interactive comic
• Tellagami
best for their learning task or project
speaking (audio or video), writing
4. student-created biography
• Thinglink
idea by considering what the various
(typing text or with a stylus) or
apps features are and which one, two,
drawing
or even four apps would work well together to suit their needs. Why App Smash? 1. encourages creative and
8. provides opportunities to
3. students have choice, control and
example, book, movie, TV review)
interview videos
• Toontastic • Flip Grid
• Keynote (iOS) • Canva
A few of my Favourite Apps
purposefully create and share with
The following list of apps includes
Tips
a real audience
links to the Apple App Store and
1. Communicate clear assessment
9. empowers students to share their voice and showcase their learning
imaginative thinking 2. supports collaboration
2. podcast/radio show/review (for
indicates if they are also available on other platforms. • Camera Roll (iOS)
Dr Monica Burns (ClassTechTips. com) recently wrote an e-book How to
• Green Screen by Do Ink (iOS) • Book Creator (iOS); Chrome and
criteria to your students. 2. Make sure students know how much time they have to complete the task or project. 3. Make it a clear and easy process for students to submit finished work created digitally. I hope that this article has given you enough ideas to start app smashing with your students, encouraging learning and creativity in your classroom. If you need more inspiration, I recommend checking out Jornea Erwin aka @Savvy_Educator, or the #AppSmashing hashtag on Twitter. I will be presenting about these ideas and others at the Leading a Digital School Conference this year. Visit www.iwb.net.au/digital/program for more information. n Kim Martin is the Digital Learning Coordinator for Catholic Education SA. With over 20 years of experience as an educator, Kim specialises in professional learning and inclusive learning technologies. She is a Google Certified Innovator and Apple Distinguished Educator and was ACCE Educator of the Year 2014. She is passionate about the way technology can be used to enable differentiation for learners and has just completed her Masters in Education, with a major interest in enabling technologies for people with diverse needs.
58 | EDUCATION TECHNOLOGY SOLUTIONS
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| GET CONNECTED
59 | EDUCATION TECHNOLOGY SOLUTIONS educationtechnologysolutions.com.au
ABANDONING ‘THE AGE OF MANUFACTURE’ CONCEPT: HOW COLLABORATION WORKS FOR LEARNERS AND TEACHERS BY JULIA BEVIN
In his book The Element: How Finding
out of their learning environments and
opportunities with children of a variety
began 2017 with three learning areas;
Your Passion Changes Everything,
placed in schools and classrooms, but
of ages. Our systems enable teachers
our first area is aimed at supporting
Ken Robinson writes, “Students are
for what purpose?
and leaders to be collaborative in their
transition into school for our 4–5 year
everyday practice. Our process started
olds and their families, the second
educated in batches, according to
These are the kinds of wonderings
age, as if the most important thing
that have niggled at me for a number
with extensive community consultation
space is for those more settled into
they have in common is their date of
of years. I have taught in classrooms
in 2016 and we began the 2017
school (typically years 2–4), and the
manufacture.”
where students were grouped by age.
school year with multi-level classes in
third space is for the students in years
Children all around the world
I have taught in small country schools
collaborative learning environments.
5–8. Students work in these spaces
are growing up in villages where the
where siblings, cousins and children of
Paekãkãriki is a small village
with a number of teachers based on
‘date of their manufacture’ has never
all ages learned and played together. I
and it was important to us that our
needs and interests. Some students
been considered. Children enjoy
am a parent of three children and at no
school reflected the village values and
and their families took to the changes
opportunities and experiences based
point could I say, “Well you are 10 and
philosophies. It no longer seemed right
quickly and with ease, but for others it
on their interests and their needs.
at 10, all children must be… or do…”.
for us to separate children based on
has been a more difficult process as
However, throughout much of the
My children learned to walk, talk, read,
their age. These were children who
change can be very uncomfortable.
developed world, this is not the case.
write, ride a bike and cook at different
joined clubs and sports teams with
Families are given the option of having
At some point in our history, the idea
ages. Their needs could not easily be
younger and older peers, they played
siblings join the same ‘whānau’ class
of schools was born and the industrial
correlated to their age of manufacture.
with others in their neighbourhood
or to be separated – there has been
model was applied. Children of similar
I have been principal of Paekãkãriki
based on similar interests, not a
an appreciation for this choice and
age were placed in rooms, provided
School since October 2015. In that
similar age. We carefully planned out
families are able to do what works best
with information (inputs) and then
time, we have implemented a school
how this could be actioned within our
for them. Regardless of the decision
tested on their ability to remember this
structure that helps students find
school setting, a setting that still had
a family has made, we will often
information (outputs). They were taken
collaborative learning and playing
a very traditional physical layout. We
see siblings sitting together to share
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EDUCATION TECHNOLOGY SOLUTIONS | 60
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Students are now reporting higher levels of enjoyment of school, they have more flexibility over their learning programs as they are not having to wait for others, and they can move on and work with other students as needed. 61 | EDUCATION TECHNOLOGY SOLUTIONS
ideas, discuss a problem or even just
class/teacher to another every year.
reading together.
Our students transition between
Adjusting to this new way of
learning areas twice in the eight years
working provided challenges for many
they are with us. Over their eight years,
families and learners. Spending time
they will learn in three main learning
educating our community about how
areas, forming relationships with three
this works on a day-to-day basis has
key teachers, known as ‘whanau
been important. Students are now
teachers’. Families also build strong
reporting higher levels of enjoyment
relationships with teachers – everyone
of school, they have more flexibility
develops strong relationships and a
over their learning programs as they
deeper knowledge and understanding
are not having to wait for others, and
of one another. We have experienced
they can move on and work with other
more settled starts and less downtime
students as needed. Being exposed
at the start of the new year, meaning
to a wider range of skills and opinions
that the learning is picked up more
is also helpful. There is a sense that
quickly and progress is faster.
behaviour is calmer as students know
Teaching teams required more time
and understand others better.
together to plan and problem solve, so
A key factor that led us to
we had to make some changes to our
implement this approach was the
meeting schedules to enable this to
recognition of the importance of
happen. Staff have worked collaboratively
relationships for the learner and the
to overcome some of the challenges
stress and anxiety that can be caused
associated with reporting to parents,
when students transition from one
communication, timetabling and meeting
educationtechnologysolutions.com.au
a diverse range of student needs. We
a village to raise a child” and we enjoy
Barefoot Learner Capabilities: How we
desire to be better today than she
have used a variety of digital tools to
working and learning collaboratively
are developing competencies for the
was yesterday, to always consider
achieve this; however, we still recognise
as a group of learners with individual
real world. n
what is possible and to focus on
the value of face-to-face communication
needs, where our age of manufacture
and sharing of information.
is not the thing that determines our
This is an ongoing process for us
daily pattern.
how we can improve things for After completing a BA in
learning and teaching. Julia has
Psychology and Education in the
been the principal of Paekãkãriki
early 90s, Julia Bevin trained as
School for three years, during which
as we seek to continually modify our
Come along and meet me at the
systems and processes. Paekãkãriki
Leading a Digital School Conference
a primary school teacher. She
time they have made huge shifts
School is situated in a village, we
where I will be presenting on this
has worked in several NZ primary
in their curriculum, pedagogy and
embrace the philosophy that “it takes
subject along with a session called
schools and has always held onto a
school culture.
SHOWCASES
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apps (most of them are free),
It has the simplicity and ease of
apps and web-based games and
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Learning how to control Ozobot
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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.
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These one-day workshops are
EDUCATION TECHNOLOGY SOLUTIONS | 64
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