FOR PRINCIPALS | EDUCATORS | NETWORK ADMINISTRATORS
Issue 67
Evolution Or Extinction
Why Schools Must Go Digital
AUG/SEP 2015 $9.95 (inc.GST) ISSN 1835 209X
protect teachers voices and improve student learning Main Teaching Tool of Teacher - Voice
P!
HEL
HELP!
!
HELP
Importance of Hearing and Understanding for Children
60%
Children have spent
75% of CLASSROOM time Listening
average of teaching time is spent for
SPEAKING
3x3=
9
Teachers reports
than general population
2X 35%
of TEACHERS HAD STAYED HOME DUE to VOICE PROBLEMS
36.7%
Women teachers are at higher risk for vocal disorders
No voice problems
63.3% had issues with voice at least once per career
IN GOOD ACOUSTICS CHILDREN RECOGNIZE
1+2=3
9:3=3
71% OF SPEECH
TEACHERS VOICE STATUS
HEALTH OK
ool
sch
32x more voice problems
Depending on acoustic environment students recognition learn of speech varies ing
DANGER
11.6%
have current voice disorder
IN POOR ACOUSTICS CHILDREN RECOGNIZE
30% OF SPEECH
TO recognize speech Adults MUST HEAR Children must hear Reality in classrooms SNR DEFINITION
background noise
SNR +5 db
background noise
SNR +15 db
background noise
SNR -7 to +5 db
NOT Enough for children to understand
Signal-to-Noise Ratio is relationship between spoken signals and background noise.
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EDUCATION TECHNOLOGY SOLUTIONS 005
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006 EDUCATION TECHNOLOGY SOLUTIONS
Education Technology Solutions Magazine digital version is now available via ISSUU on every platform, everywhere! Download it now and enjoy your favourite education magazine when you like, where you like, however you like.
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EDUCATION TECHNOLOGY SOLUTIONS 007
CONTENTS
67 034
Cover Story
Why Schools Have to Go Digital to Remain Viable It is becoming increasingly apparent, but as yet unheralded, that schools will have to go digital to remain viable. In the same way the corporate world is turning to digital solutions to attract clients, schools with a greater focus on digital pedagogy will attract students at the expense of their traditional paper based counterparts, with potentially huge implications for governments and education authorities. What do schools need to do to remain relevant in an increasingly digital world?
042
Feature
The Benefits And Questions Surrounding The Flipped Classroom The flipped classroom has been around for a number of years and has garnered much attention from educators around the globe. In this article, the authors share some of the successes and failures they have encountered through the process of developing their flipped classrooms.
064
Feature
WANTED: Who Might Be The Australian Equivalent Of SuperAwesome Sylvia? Super-Awesome Sylvia, aka Sylvia Todd, a 13-year-old girl from Northern California, is an impressive young woman to say the least. Reflecting on her visit to EduTECH2015 and the inspiring presentation given by Super-Awesome Sylvia, Dr Jane Hunter asks, how might Australian educators inspire our own home grown version of this amazing young woman?
08 EDUCATION TECHNOLOGY SOLUTIONS
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shaping tomorrow with you EDUCATION TECHNOLOGY SOLUTIONS 09
CONTENTS
67 052
026
Interactive Learning
Mal Lee looks at the changing role and purpose of school websites.
030
Computer Lab
We look at a fantastic new partnership between the Australian Federal Police, Microsoft Australia, Datacom and the Commonwealth Bank that aims to raise awareness among parents, carers and teachers of how young people are using technology, the challenges they may face and how to help them navigate these challenges in a safe and ethical way.
048
Office Space
060
We look at the value of professional learning for school leaders in an increasingly digital world.
052
Next Step
Dr Shelly Kinash looks at simple ways we can use technology to improve school assessment.
056
Let’s Talk Software
How do you teach students to determine what is accurate or useful information in the online world?
060 School Is No Place For White Elephants For educators, choosing mobile technology such as iPads and the accessories around them can be tricky. This article provides some considerations to help maximise technology in a school, while saving money now and in the long term.
070
Teaching Tools
012
Letter from the Editor
014
5 Minutes with an ICT Leader
016
Leading a Digital School
What are Plickers, and how can you use them to create multiple choice questions for the classroom?
018
Cyber Chat
020
Your Say
074
022
Calendar of Events
082
Tech Stuff
084
Case Studies
086
Product Showcases
Get Connected
Mike Shepard explores the year he has spent learning about social media and how he has used it to create new ways of teaching and interacting with his students.
078
Lifelong Learning
Bev Novak explains how to develop a personal learning network that will inspire life long learning.
010 EDUCATION TECHNOLOGY SOLUTIONS
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EDUCATION TECHNOLOGY SOLUTIONS 011
EDITOR’S LETTER EDITOR’S LETTER www.educationtechnologysolutions.com.au EDITORIAL Editor John Bigelow Email: john@interactivemediasolutions.com.au Assistant Editor Scott Patterson Email: spatterson@interactivemediasolutions.com.au Subeditor Helen Sist, Ged McMahon CONTRIBUTORS Anthony Copping, Gerald Gierer, Mall Lee, Jon Bergmann, Aaron Sams, Jane Hunter, Emma Whalan, Madeline Regan, Matthew Vines, Shelly Kinash, Mike Shepard, Bev Novak, Pia Argiratos ADVERTISING Phone: 0435 418 139 Email: spatterson@interactivemediasolutions.com.au Scott Patterson DESIGN & PRODUCTION Phone: 1300 300 552 Email: graphics@interactivemediasolutions.com.au Graphic Designer Jamieson Gross MARKETING AND SUBSCRIPTIONS Phone: 1300 300 552 Email: admin@interactivemediasolutions.com.au $57 AUD per annum inside Australia ACCOUNTS Phone: 1300 300 552 Email: accounts@interactivemediasolutions.com.au PUBLISHER
ABN 56 606 919463 Level 1, 34 Joseph St, Blackburn, Victoria 3130 Phone: 1300 300 552 Fax: 03 8609 1973 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: Level 1, 34 Joseph St, Blackburn, Victoria 3130 Phone: 1300 300 552 Fax: 03 8609 1973 Email: enquiries@interactivemediasolutions.com.au
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As we rush toward a digital future, there is still a tremendous degree of debate regarding what sort of technology schools should implement. Should schools be embracing a Bring Your Own Device (BYOD) model? Should schools be introducing one-toone laptop programs or would they be better served with a thin client type of arrangement? It seems that a great deal of the technology debate is still being driven by factors such as cost and accessibility. Obviously, these are two extremely important considerations, but it would seem that there is perhaps an even more pressing consideration. Before it is possible to determine what technology model should be adopted, or indeed which types of devices might be required, schools need to first understand what they want the technology to achieve. On the surface, this might seem obvious – to enable students to access information and lesson content easily, affordably and in a timely manner. However, this is a somewhat superficial answer. Just about any form of device will facilitate access to lesson content in a timely manner, which is why the debate often becomes one of cost. However, if we think a little more deeply about what the school is really trying to achieve, then perhaps it is possible to get a better understanding of what type of technology would best suit those outcomes and avoid wasting money on solutions that will not deliver the desired outcomes. What are the school’s real challenges? Is it just accessing content in a timely and affordable manner or are there other factors at play? What about the staff and how well they
can adopt and use the technology? It is all well and good to invest in a highly technical system that can track student activity, help analyse learning patterns, deliver individualised content and provide a communications conduit between teachers, staff, students and parents and so on; but if the teaching staff and school leadership cannot easily understand or use the technology, then what are the chances that the technology will be successfully adopted in the school? Or that students will receive the full benefit of that technology? Therefore, the ability of the faculty and leadership to understand, embrace and implement the technology becomes a key issue that needs to be considered. Is the school simply looking for a solution that will allow students to open Word documents and PDFs, access the Internet and use a learning management system, or is it also about ensuring that students develop the types of creative skills that will make them valuable in a world that exists beyond the school? Establishing the type of technology a school should be implementing becomes much easier once there is a deeper understanding of the kinds of outcomes the technology needs to deliver – not just for the students, but also for the staff, the school leadership and the parent community. Regards,
JOHN BIGELOW Editor-in-Chief
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EDUCATION TECHNOLOGY SOLUTIONS 013
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5
MINS WITH 5 with 5Mins
The Biggest Hurdle To Flipping
| By Jon Bergmann | When teachers flip their classes, I believe they must ask one key question, “What is the best use of class time?” Is it information dissemination, or is it something else? I argue that we need to get away from direct instruction to the whole group and, instead, use class time for richer and more meaningful activities and interactions. Why is this a big hurdle? I think it is because many teachers have been doing school the same way for many years. I spent 19 years as a lecture/ discussion teacher. I knew how to teach that way. In fact, I reached the point where if you told me the topic of the day, I could flick a switch and start teaching that topic without any notes. So, in 2007 when Aaron Sams and I came up with the idea of what is now known as the flipped classroom, I was the hesitant one. I did not want to give up my lecture time. You see, I was a good lecturer (or at least I thought I was). I liked being the centre of attention and enjoyed engaging a whole group of students in science. My class was well-structured and I liked being in control of all that was happening. When I flipped my class, I had to surrender control of the learning to the students. That was not easy for me. But you know what? It was the best thing I ever did in my teaching career.
Teaching Learners I should provide some context for this experiment. We started flipping our classes after a conversation with our assistant superintendent. She saw how we were recording our live lectures with screencasting software and told us how her daughter loved it when her professor at a local university recorded his lectures, because she did not have to go to class anymore. That is when we asked the question, “What then is the point of class time if we make it so they
the first semester, was not really taking class seriously. She struggled to learn in our flipped-mastery model because it required her to actually learn the content. She wanted to just get by instead of engage in the content. I insisted that she learn the material before she moved on. Some time in January, I noticed a change in her. She was learning! In fact she was learning how to learn. During one conversation with her, I commented on the positive
When I flipped my class, I had to surrender control of the learning to the students... It was the best thing I ever did in my teaching career. can get all of the content by watching a video?” The obvious answer was that we could make class time more enriching and more valuable. As I reluctantly gave up control, I was relieved to see students taking ownership of their learning. For example, I had one student who, during
014 EDUCATION TECHNOLOGY SOLUTIONS
change I saw in her and told her how I was proud of her newfound success. To that she remarked, “You know what, Mr. Bergmann, I found it was actually easier if I learned it right the first time.” I chuckled, but also saw great growth in this student as she was really learning how to learn.
Unless otherwise expressly stated, the information appearing in this section represents the opinions of the relevant writer and does not represent the views or opinions of Interactive Media Solutions or the other advertisers or contributors to this publication.
EDUCATION TECHNOLOGY SOLUTIONS 015
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5
WITH leadingMINS a digital school
I realised in this encounter that maybe the best thing I am teaching students is how to be learners. My thinking flipped from my class being about the content to being about the process of learning. I have said for many years, “I do not teach science, I teach kids.” But today I want to change that and say, “I do not teach science, I teach kids how to learn”. This was a seismic change in how I thought about my role as a teacher. I realised that I needed to get away from being a teacher who disseminates content and instead become a learning facilitator and coach.
assessments, I was pleasantly surprised at how students were able to show me what they had learned without having to prove it on traditional tests. I had students designing video games, making videos and doing art projects. They pushed me to rethink what assessment should look like. Ultimately, we saw about 25 percent of our students who regularly chose to do alternative assessments instead of the traditional tests. Alternative assessments helped me flip my thinking about assessment. So if you are at all like me and have been teaching the same way for many, many years, I encourage you to rethink
• If you have already flipped your class, what was your biggest hurdle? • If you have not flipped your class, what do you think would be your biggest hurdle? ETS See Jon Bergmann in action with Aaron Sams at FlipCon Australia 2015, which will be held at Saint Stephen’s College, Coomera, Queensland, from 22nd to 24th October 2015. Visit ereg. me/FlipConAUS15 for more information and to register.
I realised that I needed to get away from being a teacher who disseminates content and instead become a learning facilitator and coach. Alternative Assessments Another way I flipped my thinking about learning was when I allowed students to demonstrate mastery of content by means of alternative assessments. In our flipped-mastery model, we required every student to pass each summative assessment with a 75 percent. I was very rigid on this. A 74 percent was not good enough. But as I embraced alternative
class time. I encourage you to flip your thinking and give the control of the learning back to the students. As you do this, you will find, as I did, how it affects every aspect of your teaching. No longer will you be the person who disseminates knowledge – instead you will become the learning facilitator of your classroom. My questions for you:
016 EDUCATION TECHNOLOGY SOLUTIONS
Unless otherwise expressly stated, the information appearing in this section represents the opinions of the relevant writer and does not represent the views or opinions of Interactive Media Solutions or the other advertisers or contributors to this publication.
EDUCATION TECHNOLOGY SOLUTIONS 017
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LEADING A DIGITAL SCHOOL cyber chat
Killing The Paper Shuffle In School Activities And Excursions | By Gerald Gierer |
If your school is looking to streamline processes, ultimately what you will be looking to gain are new levels of efficiency. In essence, this would mean fewer interactions and follow-ups are required and things like double entry of data can be eliminated, which means you can get on with your job faster and not waste people’s time. This also means administration tasks like chasing information would be made faster by making the data you need more readily available at your fingertips, when you need it. Answers to questions like, “Have we paid for the buses?” or “Have the permission forms all been received?” should be able to be answered as quickly and easily as possible – and just as easily at home as at your desk at school. Paper and hard copy documentation is not very efficient, simply because it gets lost in the shuffle. If you are organising an excursion, for example, there will be a number of people from whom you will need input. It makes more sense to have one centralised place where the process is managed and everyone can logon, view the status of each task, and put in their bit of information. Achieving this means you will have a process that is easier to manage and one that provides better accountability. Streamlining the activities and excursions process is definitely a good
one to tackle if you can eliminate the pigeonholes and the roundtable meetings, because that is where the most information is lost and time is wasted. Simply put, staff members are happier in their jobs when they know they are not wasting their time. There is nothing worse than knowing that you have to do something you do not want to do, especially if it is time consuming and it is of no great benefit to anyone. If processes are made easier and more efficient, you are more able to devote your time and effort to the bigger picture stuff that will really benefit the school – and in this day and age, that is really what it should be about. I look at a lot of school websites and I am always impressed if it works well. There is nothing more frustrating to parents and school community users if it will only work in Internet Explorer 8 and the information being displayed is from 2012. If this is the case, you are better off not having a website at all because it is, in many ways, detrimental. There has to be some investment on a fairly regular basis to ensure it can continue to serve the school community properly. It has to work on modern browsers like Chrome, Firefox and Safari, and there needs to be a commitment from someone in the school to update the information displayed on the website on a regular basis. If your website is older, it is likely to be built in an old-school way which,
018 EDUCATION TECHNOLOGY SOLUTIONS
until fairly recently, means Google will be less likely to provide good search rankings if it is not built to be responsive and mobile friendly. If your school is looking to build an app, a real time saver means building it in HTML5 rather than building it in native code for users on iOS and again for Android, for example. In recent years there has been an incredible proliferation of products and systems that make life easier for schools – some that have targeted public schools in particular, others that have been marketed specifically at the independent school market, others at the Catholic school sector. The critically important thing, no matter how it is marketed, is to speak with vendors and to choose a solution that works for you and provides your school the most benefit. ETS Gerald Gierer is a developer creating advanced Internet applications leveraging sophisticated open source frameworks including Spring and Ext JS. Gerald is a published author and expert on the software development lifecycle and built Staff PD and Education Management Solutions and ACE (Activities, Camps & Excursions), which many schools use and benefit from every day.
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www.edumate.com.au EDUCATION TECHNOLOGY SOLUTIONS 019
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yourYOUR saySAY Critical Pedagogy – Now More Critical Than Ever! | By Brett Salakas | Marketers and filmmakers may not be trained psychologists but they definitely use psychological techniques to connect with their target audience, that is their purpose. In a strange way they mirror the pedagogy of a contemporary educator. They engage their audience, as we do our students. They foster a deeper connection with their content to encourage people to question and commit to their desired outcome. We, as teachers, encourage students to question in order to achieve our learning outcomes more effectively. The main difference is that, as educators, we engage in these activities for the betterment of the individual (and vicariously society as a whole) where an advertiser does it to maximise the sale of a given product. Using psychology in the media is by no means a new phenomena. Nazi propaganda films were sleek productions in their day and achieved a number of ‘firsts’ in cinematography. They achieved many goals, one of which was shaping the beliefs of the wider German public to match those of the Nazi movement. Often this was accomplished through subtle techniques. An example of this is the Hitler Youth films. Not only do they incorporate the element of ‘ritual’ into the film, they also convey the message of developing a ‘peace loving’ organisation, which history clearly shows was not the case. A contemporary equivalent of this may be the hightech ISIS propaganda films that are distributed over the Internet. These
aim to show a progressive, well-armed, highly sophisticated organisation that can supposedly bring structure and order to disenfranchised youth. The term ‘documentary’ carries with it far more credibility than the term ‘propaganda’. The root word of the term, to ‘document’ produces an understanding that the information displayed is unbiased. It contains evidence to support the assertions that are put forward and the audience is led to believe that the finished product is the unbiased, historical truth. As educators, we need to support pedagogical practice that encourages students to question what is seen, because just as propaganda films aim to persuade viewers to form a certain opinion, so too do documentary makers create films that either consciously or unconsciously contain bias towards the prevailing mindset of society of the time. The initial documentaries of the Battle of Little Big Horn display General Custer making his last stand against the wild uncivilised Indians. It wasn’t until many generations later that the full story could be told and more factually accurate documentaries made. Here we see that the films are tailored to the prevailing psychology of the day and as educators we should promote ‘critical pedagogy’ in our students as the default setting when being confronted with media claiming to represent ‘the truth’. Feature films and modern video games are now more accessible than ever. All forms of entertainment media can be streamed live into any of our
020 EDUCATION TECHNOLOGY SOLUTIONS
personal devices. This has intensified the moral and spiritual influence that this form of media can have as the embedded moral or political message is often not immediately apparent and, in some cases, the target audience is too young to have developed a critical awareness of media messages. As a result, film, television and video games all wield the powerful ability to influence social morality of this and future generations. This influence on our social morality is intensified by the phenomena of social media. In fact, Social media revolutionised society and created a tsunami of change for students and intensified the need for critical pedagogy now more than ever before. Today’s youth are confronted by stimulus that not only challenges them morally and psychologically but behaviourally too. Take the ‘planking’ craze for example, not great, as opposed to the ‘ice bucket challenge’ with a charitable goal as the end result. The overriding lesson here is that, historically, media has been used in ways that has had a direct psychological impact on individuals and this has helped shape the collective morality of given societies. Today, not only are these forces still at play but they can appear overwhelming. The best protection that we as educators can offer our students is to equip them with the ability to question what they are exposed too. In short, Critical Pedagogy is now more critical than ever! Visit http://aussieed.com ETS
Unless otherwise expressly stated, the information appearing in this section represents the opinions of the relevant writer and does not represent the views or opinions of Interactive Media Solutions or the other advertisers or contributors to this publication.
B
YOD is radically changing the learning and teaching environment. Institutions need the ability to provide mobile access to learning materials and securely share student records and business documents. Educational institutions can benefit from mobile devices in a number of ways; from providing a cost-effective, sustainable way to access and share files, to increasing student engagement and enhancing the learning experience through increased collaboration. Acronis Access Advanced enables you to do just that. Content can be accessed from file servers, NAS, SharePoint, and personal devices, and shared with students, teachers and administrators.
To learn how Acronis Access Advanced can amplify the productivity of your students and employees, even on their own devices, while protecting you against data loss, visit our website and try it for yourself for free for 21 days: http://www.acronis.com\mobility
EDUCATION TECHNOLOGY SOLUTIONS 021
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EVENTS CALENDAR events calendar
Integrate 2015 25-27 August 2015 Melbourne Exhibition & Convention Centre Integrate is Australia’s largest industry event for leaders and professionals in AV and Systems Integration. Partnering with InfoComm International and CEDIA, it is the leading industry forum that brings together more than 5,000 visitors. The Future Trend Talks seminar series in 2015 offers delegates an opportunity to learn about global trends, the future of industry and best practice case studies from local and international thoughtleaders. Why Attend? Sample and source products from over 550 brands from Australian and international distributors and resellers. Network with over 5,000 industry professionals, the largest gathering of AV, IT, and Systems Integration leaders and technicians in Australia. Receive globally recognised and accredited training from InfoComm and CEDIA. Learn from international speakers about emerging trends in Unified Communications, Digital Signage and and a host of other areas that will affect your school. Join like-minded professionals in your trade at exclusive networking events.
Leading a Digital School Conference 2015
FlipCon Australia 2015
20-22 August 2015 Crown Conference Centre, Melbourne 3 Mega Themes; BYOT, Learning and Change Now
Flipping
Leading a Digital School 2015 is a digital education technology conference that examines 3 mega themes in depth. It is tightly focussed professional development for school leaders and classroom teachers (K-12). Wherever you are on the continuum of these 3 mega themes, you will find this conference invaluable. You may be thinking of implementing the themes in your school, you may have just started, you may be a long way down the path, or you may wish to propose alternative points of view and contribute to the debate around these topics. Attend 7 high profile expert keynote addresses over 3 days. Hear from: • Jill Hobson (BYOT) • Mal Lee and Martin Levins (BYOT) • Jon Bergmann (Flipping Learning • Phil Stubbs (Flipping Learning) • Lee Crockett (Change Now) • Will Richardson (Change Now) Take a look at the comprehensive program, download the brochure, check out the costs and find further information at www. iwb.net.au/digital
For more information, visit: integrate-expo.com
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23-24 October 2015 Saint Stephen’s College, Coomera QLD Internationally renowned FlipCon is coming to Australia with the launch of the inaugural Flipcon Australia 2015 – a National Conference embracing Flipped Learning for emerging and established flipped educators. No prior experience in flipping your class or school is needed. Keynotes will be delivered by Flipped Learning Pioneers Aaron Sams and Jon Bergmann. Concurrent workshops will be held on: • • • •
Technology and How To Tips Going Beyond to Deeper Learning Running a Flipped Classroom Subject Networking.
Panel discussions, a Welcome Reception and optional evening social event will also be scheduled. The conference will be held at Saint Stephen’s College, Coomera Queensland on Friday 23 and Saturday 24 October 2015. On Thursday 22 October you can attend the optional Pre-conference workshops (full day) or a half day Boot Camp for beginners. Take a look at the program, download the brochure, check out the costs and find further information at: ereg.me/FlipConAUS15
Standard ticket Group 2+
3 Day Option
2 Day Option
1 Day Option
Single $1195.00 pp Group 2+ $895.00 pp
Single $900.00 pp Single $450.00 pp Group 2+ (not available) Group 2+ (not available)
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REGULAR APRIL
EVENTS CALENDAR events calendar
BETT Show 20-23 January 2016 Excel London Bett is the world’s leading learning technology event and has been bringing innovation and inspiration to the education sector for over 30 years. It inspires educators to connect with one another, discover the latest technology and engage with learning excellence. Read more: http://www.bettshow.com/ content/About-Bett-2015#ixzz3dtE17Yud
National FutureSchools Expo & Conference 2-4 March 2016 Australian Technology Park Brought to you by the team behind EduTECH, the National FutureSchools Expo is designed to answer one of the BIGGEST questions facing schools today… What will the School of the Future actually LOOK like? Immerse yourself in emerging technologies changing the way we teach and learn at the ClassTECH Conference. Deliver the new digital technologies curriculum with Teaching Kids to Code Conference. See the latest in assistive technologies
at the Special Education Technology Needs (SETN) Conference. Find out how to integrate technology in the foundation years at the Young Learners Conference. Reimagine physical and virtual learning environments for the modern learner at the Future Leaders conference; And with the huge, free on-floor seminar programme and 80+ stands showcasing some of the latest technologies for education, the 2-day FutureSchools Expo is where YOU can get a look at the Future of Education. Why Attend? • The National FutureSchools Expo makes a difference! We are passionate about education; and we believe the ideas, learnings and inspiration that people take away from visiting the National FutureSchools Expo ARE helping change the future! • Be part of something BIG – the largest education event in NSW and the second largest in Australia! • Choose from one of five conferences all designed to tackle a different element of the future school, ensuring your whole team gets the most out of your professional development investment. • It’s affordable… We know the education sector has limited funds, so we work with industry to subsidise
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registration costs making this an accessible investment in your learning. • Access the very best speakers from Australia and around the world. • Share your ideas, successes and challenges. Join 1,800+ attendees to discuss, debate and take-away, implementable outcomes. This is a second-to-none networking opportunity. • Tailor-make your own experience and learn what YOU want to know about – you get to choose from five conferences, with multiple streams, plus focussed breakout sessions, MasterClasses and interactive exhibition seminars and displays (not to mention hours of networking functions) – meaning that you gain the benefits of a bespoke niche program, focussed on YOUR needs, combined with more than 1,500 like-minded education professionals. • See what’s on offer and save time by meeting with suppliers in one place, at one time. • Earn Professional Development points – when you register, simply tick the box indicating that you wish to apply for CPD/PD Points, and we will post you a Certificate of Attendance which you can present to your representative body. See more at: http://futureschools.com.au/ about.html#sthash.UJbJIMVg.dpuf
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interactivelearning
The Changing Role And Purpose Of The School Website
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| By Mal Lee | The role, purpose and importance of the school website is changing at pace in those schools globally that have moved to a digital operational base, are on track to normalise the use of the digital throughout and which are rapidly creating their own unique, tightly integrated digital ecosystem. The digital evolution that is transforming every facet of these schools is profoundly impacting those school’s websites, fundamentally changing its nature and form, moving the website from its traditional peripheral position to being core and critical to the school’s everyday operations, teaching, growth, evolution and enhanced performance and productivity. The time has come when all schools and education authorities need to recognise that change and the profound implications that flow at both the school and education authority level. In the traditional highly segmented and insular paper-based school, the website has been viewed as but one of the many largely discrete parts of the school, largely peripheral to the everyday teaching. In many instances it has been window dressing – sometimes very high-quality window dressing – but in the main it has done little to enhance the pedagogy or student learning. Crucially, the online experience has been viewed as separate from and lesser than the physical. In marked contrast, within digitallybased schools an apposite, dynamic, ever evolving, working website is central to virtually every operation, including the school’s 24/7/365 teaching. Indeed, without that website schools cannot create their desired digital ecosystem and successfully realise their shaping educational and digital vision. Try to imagine how organisations like Apple, Amazon, News Ltd or the Tax Office could operate without their websites and readers will begin to appreciate how critical they are to the workings and growth of digitally-based schools. That fundamental difference needs to be understood and the discussions begun
at the school and system level on what is required to move forward. As Westerman and his colleagues observed (Westerman et al, 2014), societies that have normalised the use of the digital no longer differentiate between the online and physical experience. If a school wants to remain as a traditional paper-based organisation focused on readying its students for paper-based external examinations, those discussions on the website are not needed. If, however, a school’s desire is normalise the use of the digital and create a digital school ecosystem that will educate each child for today, then the conversation becomes necessary to decide what is to be done. Interestingly, ask any school leader or educational administrator why an apposite website is critical to the successful whole-school embrace of bring your own technology (BYOT) programs or the evolution of the school’s ecosystem and it is likely only a handful could provide an answer. Moreover, ask a software house to create a website for a digital school and it is likely even the best and more prescient will still prepare a polished offering for the traditional mode of schooling. This article aims to begin remedying those shortcomings and to highlight the core, multifaceted role of the school website – and its associated digital communications suite – in the digital transformation and evolution of schooling. The Traditional Website For the last 15 to 20 years, the school website has been largely peripheral to the school’s everyday workings and in particular its teaching. It has been primarily a static source of information, a marketing tool and possibly a gateway to the inner teaching of the school that necessitated password entry. The closed classroom door was retained when the school went online. In many education authorities globally, websites have been
‘cookie cut’, with their operations tightly controlled by central office bureaucrats and external ICT experts. Schools were invariably given little say in their form, even at a time when schools were being given greater decision-making powers and were obliged to shape their own growth. Even today, at least one Australian education authority still prohibits schools having their own website, while other authorities and their ICT controllers continue to micromanage the nature and workings of the school’s site. Invariably within the school one individual has had responsibility for maintaining the school site, ensuring it was not ‘spoilt’ by other staff; although that said one will find schools where the different operational units, like the library or student support services, also operate their own website, separate to that of the school. In many schools, particularly independent schools, the site is maintained by the public relations/ marketing unit, who ensure the desired image, with the apposite Pepsodent smiles, is always to the fore. A quick scan of a cross section of school websites (primary and secondary, state and independent) – including the award winners – highlights that most are still primarily sources of information, some very polished, some very dated. A Google search of the ‘purpose’ or ‘importance’ of school websites indicates that even the more reasoned, such as the University of Florida website (http:// fcit.usf.edu/websites/chap1/chap1.htm) still underscores the largely peripheral, information-providing role. The choice of the award-winning sites appears to have far more to do with looks, design finesse and interactivity than functionality and how the facility contributes to the realisation of the school’s educational and digital vision. Significantly, most will also be closely ‘guarded’ sites, with community access to any teaching materials restricted by password.
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interactivelearning
Emergence of the Working Website The first schools that moved to a digital operational base and began their digital evolution in the mid-2000s have continued the ongoing transformation and evolution of the school’s website that, as indicated by Lee (2013), mirrored the school’s evolutionary path and which saw its shift from a peripheral to a core role. The website, like those in all other digitally-based organisations, plays a central, multi-faceted role. It assists to enhance the school’s culture and ecosystem, furthers the school’s growth and evolution, enables the school to interface with the networked world and is being used integrally in every facet of the ‘school’s’ 24/7/365 teaching, integration of all school operations, educational and administrative, and the ongoing enhancement of the school’s efficiency, effectiveness and productivity. The website increasingly became the interface for the school’s community and a medium that facilitated the integration of all the school’s operations in and outside of the school walls. These are dynamic working sites that are being updated and added to virtually every minute of the day by all within the school’s community, be they students, teachers, parents or community members. The focus is very much on the work to be done, educational and administrative, and using the site and associated digital services to do that work as expeditiously, simply, effectively and productively as possible and, where possible, to have the technology simultaneously perform multiple roles and to automate the tasks at hand. While rightly concerned to project a professional image, these are 24/7/365 worksites where sections might at any times appear as messy as the physical classroom. To appreciate what is meant by ‘working’ websites, readers can look, for example, at the websites of The Gulf Harbour School (http://www.gulfharbour. school.nz) or that of Broulee Public School (http://www.brouleepublicschool.nsw. edu.au). These sites employ a template service that makes it easy for all of
the teachers and students, along with interested parents and community members, to publish to the site. Long gone is the sole publisher controlling all uploads, but not a quality controller astutely ensuring unnecessary mess is removed. They are multi-purpose entities where the website provides seamless access to a plethora of online facilities and services, removing the divide between the school’s physical and online offerings. While reference has been made to the ‘website’, that is partly a misnomer because, as apparent in both the aforementioned sites, there are links to an ever evolving digital communications suite that includes such diverse services as an emailed school communiqué, an online survey facility, advice on new teaching programs or resources, the online advisement of student absence, Twitter, Facebook and the facility to instantly inform parents of a critical incident, like a death. Indeed, as a colleague has suggested, it might be opportune to find another term to describe the role played by the website in a digital school. The sites are modular in nature, with the schools using a mix of free and leased online services, able to quickly discard superseded modules and replace them with a new, more apposite module. Critically, both of these sites are open for anyone to view. Parents, grandparents, interested educators, education authorities or prospective parents all have open access to the day’s teaching, being able to readily view and, if they wish, comment on the work. The schools have had to do their homework and have permission to reveal the children and the work, but that is just part of operating within a digital and networked world, collaborating with one’s community. The closed doors are opened and teachers and children can proudly reveal the work done. Simultaneously, and without any extra effort by the teachers or students, the schools are using the website – through blogs and wikis – to enhance teaching
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and learning, to enhance the school’s ecology daily, to collaborate with and inform the students’ homes, to account for the school’s work, to receive instant and continual feedback and to automatically promote the school. They very much appreciate that the school website provides an invaluable actual insight into the school’s thinking, aspirations and daily workings that cannot be replicated by even the best marketers. The website affirms, by virtue of its intimate ties with the school’s total operations, that the school and its teachers are working within a higher order, tightly integrated digital ecology that simultaneously addresses the many variables that enhance student learning. Of note is the number of parents globally who now make their choice of school after scrutinising the open working websites of the digital pathfinders; Net Generation parents who can explore the natural workings of the school without the public relations spin and experience first-hand the unique digital ecosystem the school has created. The need for a specialist web/PR unit is diminishing. Conclusion This type of school ecology and culture and the use of a website that will further its growth takes, as the many previous articles underscore, years of astute and concerted effort to create. That said, to create that unique, ever evolving, digitally-based ecosystem, a school will need to build the creation of the apposite website and complementary digital communications suite into its planning from the outset. ETS
Mal Lee is a former director of schools, secondary college principal, technology company director and now, author and educational consultant. He has written extensively on the impact of technology and the evolution of schooling. For a full list of the bibliography contact: info@interactivemediasolutions.com.au
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THINK U KNOW Young People and Technology in Australia Young Australians are embracing technology more than ever. No longer are their interactions with their friends and peers limited to the schoolyard or restricted by the time spent inside a classroom, playing sport, attending birthday parties – they are connected to one another like never before. Ownership and access to various forms of technology and the Internet is increasing at an exponential rate. A recent report by the Australian Media and Communications Authority, Like, post, share: Young Australians’ experience of social media (2013), revealed that the vast majority of 8–17 year olds are online, and that their likelihood of accessing the Internet increases significantly with age. According to the report, most children will use a home computer to access the Internet and around 75 percent also access it at school. Around 50 percent of teenagers aged between 14 and 17 years access the Internet from their mobile phones, and around two in five children aged 8–11 years use other mobile devices to access the Internet. Not only are they well-connected through a range of devices, but being online has a significant role in a young person’s life too, with around two thirds of 10–13 year olds and 80 percent of teenagers describing the Internet as being very important to them (ACMA, 2013). For most children and young people, the Internet is a positive experience, and in a world where a level of digital literacy is essential in most job roles, encouraging children and young people to become familiar and comfortable with technology is beneficial for their futures. However, it is important that this positive encouragement is carefully balanced with making them aware of the risks involved, particularly
around their privacy, cyberbullying, and online grooming. Alarmingly, around one in five 12 to 17-year-old Internet users have seen something that bothered them online (ACMA, 2013). Teachers or supervisors in the digital age have an important role in educating students about how to use the Internet safely and responsibly, and what to do if something upsets them, to help make the online world a positive place for them to grow and learn. Children and young people use technology to engage in the same activities they always have – to communicate with their friends, play games and build a sense of identity. As with most things, the activities children enjoy doing change with age and online activities are no exception. While younger children primarily use the Internet to play games or do their homework, teenagers are spending much of their time social networking and listening to music. From secondary school onwards, there is an expectation that children and young people will engage with their peers through social networking (ACMA, 2013); this includes their immediate friends, but also people they may not personally know. Social media is one of the primary ways they communicate to one another, share their interests, broaden their relationships and also build their social identity. Social media has introduced a level of socialisation not experienced by generations before, which can make it difficult for adults to understand the effect it can have on young people and their relationships. The Cybersafety Challenge The Australian Federal Police’s (AFP) Cybercrime Prevention team identifies three key areas of challenge for young people
when it comes to using technology – privacy, relationships and reputation management. When it comes to privacy, AFP Cybercrime Prevention Project Officer Mel Sevil said the focus is not only on young people protecting their personal information now, but also on being aware of their digital shadow – the online information about them which builds over time and remains permanent. “Children and young people appear aware of the risks to their immediate privacy, but tend to underestimate the implications of information that has been posted previously,” Ms Sevil said. Relationships can be just as challenging online as they are in the offline world and young people have to manage these with not only their friends and enemies, but often with complete strangers. “Online relationships can potentially expose children and young people to more serious issues occurring such as cyberbullying, online grooming, and sexting. It’s critical that if an adult is going to allow a child access to the Internet, that they are aware of the prevalence of these issues and what they can do to prevent and how to report to the appropriate authorities if a child is harmed.” All Internet users need to be aware of how the information they share online affects their reputation, as well as their personal relationships. For students particularly, what they do or say online may also impact their current and future schooling and employment opportunities, and they should try to leverage the Internet as a way to promote their skills and abilities. “As an educator, you may feel a lack of understanding about the technology, apps and websites young people are using can make it difficult to teach them safe and ethical ways to behave online. Parents
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computerlab and teachers however are well-positioned to guide and supervise children’s online activities and they can strengthen their influence with teenagers by making sure their knowledge of the Internet and the popular sites and activities they are using is current and relevant.” When it comes to safeguarding children, there are many strategies schools can adapt and these often work best when delivered in collaboration with parents so that children are receiving consistent messaging at home and school in relation to their online behaviour. These strategies can include technical actions, such as applying parental controls to devices or setting limits to the time they spend online, and behavioural actions, such as talking to children about their use and being a positive online role model. About ThinkUKnow Australia ThinkUKnow Australia is a partnership between the AFP, Microsoft Australia, Datacom and the Commonwealth Bank that aims to raise awareness among parents, carers and teachers of how young people are using technology, the challenges they may face and how to help them navigate these challenges in a safe and ethical way. The ThinkUKnow cybersafety program is delivered in collaboration with policing partners the New South Wales Police Force, Northern Territory Police, Queensland Police Service, South Australia Police, Tasmania Police and Western Australia Police, along with Neighbourhood Watch Australasia. ThinkUKnow was originally developed in the United Kingdom by the Child Exploitation and Online Protection (CEOP) Centre, and has been adapted to recognise the sites, applications and devices that young Australians like to use, as well as their specific online behaviours. Members of state and territory police agencies and representatives from industry partners make up a network of more than 500 trained volunteers who visit schools and organisations across Australia to deliver faceto-face and digital ThinkUKnow sessions to parents, teachers and carers.
How the ThinkUKnow Cybersafety Program Works ThinkUKnow has been designed primarily to educate parents, teachers and carers about young people and technology, and how to stay safe online. The objective of the program is to give adults the knowledge and skills to help them protect themselves and their family online, while also encouraging them to embrace technology into their lives just as young people are in a positive and beneficial way. “The ThinkUKnow program is unique in that it provides valuable insight on cybersafety
skills they can apply at school and home to make the online environment safer and to help encourage responsible use of the Internet. The ThinkUKnow program content and resources have also been designed to meet some of the General Capabilities of the Foundation to Year 10 Australian Curriculum, including personal and social capability, ethical understanding and information, and communication technology capability, to ensure a holistic educational approach to cybersafety that is applicable to Australian schooling.
Teachers or supervisors in the digital age have an important role in educating students about how to use the Internet safely and responsibly from both a technological and crime prevention perspective,” Ms Sevil said. “The program helps teachers and parents understand the changing role of technology in young peoples’ lives, but also the legal implications this may present, particularly when it comes to behaviours such as sexting and cyberbullying.” This is achieved through the program’s partnerships with policing agencies and with industry leaders Microsoft, Datacom and the Commonwealth Bank, who can provide specialised knowledge and insight into the technology and devices young people are using today. At each ThinkUKnow session, a trained volunteer from an industry partner organisation will deliver the presentation alongside a member of the AFP or participating state and territory policing partners, with time for participants to raise questions or concerns at the end. These sessions aim to equip adults with knowledge around devices and the Internet to help them have open and honest conversations with young people about their activities online to prevent them from becoming a victim of crime. The sessions also provide teachers and parents with practical
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Booking a ThinkUKnow Cybersafety Session ThinkUKnow presentations are free for all Australian schools and can be booked through the online booking tool on the website (www.thinkyouknow.org.au) or by contacting 1300 362 936 during business hours. The ThinkUKnow website also provides a great range of additional resources for parents, including factsheets, a cybersafety guide, and practical tips on protecting their family online. ETS We would like to thank the Australian Federal Police Cybercrime Prevention Team for their efforts in writing this article.
References Australian Communications & Media Authority 2013, Like, post, share: Young Australians’ experience of social media, viewed 15 June 2015, http://www.acma. gov.au/~/media/mediacomms/Report/ pdf/Like%20post%20share%20Young%20 Australians%20experiences%20of%20 social%20media%20Qualitative%20 research%20report.pdf
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Why Schools Have To Go Digital To Remain Viable
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coverstory | By Mal Lee | It is becoming increasingly apparent, but as yet unheralded, that schools will have to go digital to remain viable. In the same way that digital masters of the corporate world are attracting clients, the trend line is revealing that will happen increasingly with digital schools at the expense of their traditional paperbased counterparts, with potentially huge implications for governments and education authorities. Organisations that have created ever evolving, tightly integrated and highly productive digitally-based ecosystems and positioned themselves to accommodate rapid ongoing digital transformation will thrive. This holds equally of banks, media organisations and schools. Schools operating on the old paper technological base do not have the structural capacity or mindset needed to evolve at pace and ‘compete’ with those that have moved to a digital operational base and mindset, and which are evolving and strengthening their appeal at an accelerating rate. Simply putting a load of iPads on a horse-drawn cart will not allow it to compete with a vehicle designed specifically to deliver an education for a digital world. The organisational evolution literature (Pascale et al, 2000) observes the danger for those living ecosystems that cease evolving and which move into a state of equilibrium. Brian Solis, one of the leading analysts of digital transformation, uses the succinct but very powerful expression Digital Darwinism to describe the scene where those organisations that adapt live and those who do not die. In a world where the young, their parents and society have normalised the 24/7/365 use of digital in virtually every facet of their lives and constantly expect more from that technology, they naturally assume that schools will make a similar allpervasive and increasingly productive use of the technology, and will seek out those schools that do.
In 2015, relatively few schools have normalised the whole-school use of digital. There are, however, a burgeoning group of schools where all the teachers are using digital naturally in their everyday teaching, that have moved to a digital operational base, adopted a digital mindset, have a digital vision for the school, have transformed many of their operations and structures to better accommodate the allpervasive use of digital and are on track to digital normalisation and the provision of a highly attractive educational package. However, at the other end of the evolutionary continuum (Lee and Broadie, 2015) there are a plethora of schools, both primary and secondary, offering the same type of schooling as when readers were children, seemingly unwilling or unable to change and falling further behind the pathfinders. The crucial question for all societies, governments and education authorities is what to do with the latter schools. It is a question being put already as digitally aware public school parents ask why their children cannot attend the contemporary digital school, and why must they attend what they perceive to be a dated and increasingly irrelevant school. The difference between the evolutionary position of schools, even within the one education authority and region, is already immense and growing at pace (Lee, 2014 a), with the digital pathfinders already providing a fundamentally different 24/7/365 mode
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of schooling (Lee and Broadie, 2015). Add to that mix governments globally giving individual schools greater responsibility for their operations and growth, and readers can appreciate the differences will widen. It will take at least five years, when led by an astute and capable principal, for a school to move away from its traditional paper-based form and create a digitallybased ecosystem. All the while, its digital competition up the road is accelerating its digital evolution and strengthening its attraction. Fortuitously, some education authorities have begun to address the issue, but it does require the Australian society and its governments to tackle what is on trend to be a major issue, for those less viable schools cannot be allowed to close. Paper v Digital The first schools moved to a digital operational base in the mid-2000s. It took those schools another five to six years to move to the point where digital underpinned every facet of their operations – where their operations, structures, mindset and ecology had been transformed, they had normalised the use of digital and positioned themselves to continue their evolution, growth and provision of an apt and increasingly relevant and attractive mode of schooling. In researching the pathfinder bring your own technology (BYOT) schools in the UK, US, NZ and Australia in 2014, constant reference was made by schools to the strong impact of their digital and contemporary nature on student enrolments. All were very good schools, well led and managed, with a strong shaping vision, high expectations, excellent staff and very efficiently run, but it was their digital standing that was singled out.
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Client Expectations of Schools Australia’s schools are increasingly working with a digitally empowered youth and parent group that have normalised the 24/7/365 use of an evolving suite of digital technologies, who have increasing expectations of that technology, who no longer differentiate between online and face-to-face experiences (Westerman et al, 2014) and who expect of schools what occurs normally in everyday society. They expect a school to have the same kind of bandwidth and Wi-Fi access as at home, for students to use the technology they already use, for them to use the latest version of the software and apps and to be trusted to use the kit in the same way as they do in the ‘real’ world. As pathfinder schools meet those expectations, clients will continually lift theirs, collaborating with the schools to provide an ever higher order mode of schooling. Parents appreciate that 80 percent of children’s learning time each year occurs outside of the school and that by using increasingly sophisticated digital technologies, children are – often with the support of their peers – educating themselves in a largely laissez faire manner, with no support from their schools. Further, they understand their children are becoming proficient from a very early age with digital technologies and will likely enter school well able to use their own kit.
As far back as 2010, before the release of the iPad, the US Project Tomorrow (2011) study reported on the digital empowerment of US parents and children, the parents’ desire to buy their children’s personal digital technologies and to collaborate with their schools in the use of that technology in the classroom. The same survey indicated that two thirds of school principals said no way was that going to happen. The report noted the preparedness of parents to exercise their new power. An overarching feature of those organisations, businesses, public services and schools leading the way in the digital transformation is their unrelenting focus on the customer, and meeting or exceeding their expectations.
distinguished by the way they take control of their growth, their willingness to take risks, ongoing evolution and transformation and drive to take advantage of the opportunities opened daily by digital. < Leadership. As the digital transformation research affirms, “digital transformation starts at the top of the company” (Westerman et.al, 2014). Digital schools universally are led by astute principals, akin to CEOs, with a digital vision who have been able to successfully address the myriad of human and technological variables needed to go digital and strengthen the school’s ecosystem. The principals of paper-based schools in 2015 are invariably managers, and managers of loosely coupled organisations, where the ‘silos’ conduct their own operations.
Schools operating on the old paper technological base do not have the structural capacity or mindset needed to evolve at pace and ‘compete’ with those that have moved to a digital operational base and mindset.
School Productivity: Paper v Digital The pathfinder digital schools have reached the evolutionary stage where their productivity can be compared to the traditional school and provide decision makers an insight into what is likely to occur with the two modes. In examining the productivity of each, consider which mode of schooling parents, who seek to best enhance their children’s chances in a rapidly evolving 21st century, will choose. < Potential. The potential of paperbased schools, after 150 plus years of experience and research, has all but been maximised, while that of digital schools is only just beginning to be tapped. While the projected increase in the power and sophistication of digital technology might not be a fast as estimated, it will nonetheless be considerable and ongoing. < Growth. Where paper-based schools are still characterised by their constancy and continuity, digital schools are
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< Shaping vision. Schooling in paperbased schools is strongly shaped by tests, internal and external, with much of the driving done through the rear vision mirror. In contrast, schooling in digital schools is increasingly being shaped by the schools’ – and hopefully the governments’ – forward-looking educational and digital vision. < Culture and ecology. The traditional school culture, while invariably safe, ordered and constant year after year, is also insular, risk averse and sceptical of change. That in the digital is a culture of change, supportive of risk, often seemingly chaotic, rapidly evolving, tightly integrated and exciting for students and teachers. In standing alone and maintaining their traditional insular practices and banning the use of technology, paperbased schools are becoming increasingly divorced from the networked society, its culture and norms. Culturally, the more those schools separate themselves from
the real world the more they risk being perceived as dated and irrelevant. < Mode of schooling. The paper-based mode is conducted physically within the school walls, within set limited hours, undertaken mainly by sole teachers in ‘their’ classroom, with little or no collaboration with anyone outside of the school walls. Digital schools, while still making extensive use of in-school teaching, are using technology to reach out, to socially network, to collaborate with their homes and community, and to marry the in and out of school learning and teaching to provide a 24/7/365 mode of schooling. Suddenly, the latter are recognising, building upon and enhancing the untapped 80 percent of learning available outside of the classroom. ongoing rapid < Accommodating evolution. 150 plus years of constancy and continuity, and the five plus years to move to a digital operational base, highlight the difficulty of paperbased schools accommodating rapid change. In contrast, schools that have achieved digital normalisation can and are accommodating rapid evolution throughout all facets of their operations on a daily basis. < Customer focus. The driving wish of digital schools is to provide their clients – parents and students – the schooling they desire and anticipate the schooling that will best meet their future needs. The traditional school invariably believes it knows what is best and, as such, parents and students should follow the school’s advice and dictates. < Empowerment. Within the traditional hierarchically-organised school, teachers are invariably micromanaged and expected to focus on their speciality, having limited awareness of the macro workings of the school. Most teachers are disempowered. In contrast, teaching within a digital ecosystem, where all operations are closely intertwined, requires all staff (teaching and support) to have a macro understanding of the school’s workings and vision, as well as the in-depth knowledge of their speciality and
to be able to contribute as a professional to the school’s growth and evolution. They are empowered and encouraged to lead, take risks and to fly. < Mindset. Bhaduri and Fischer (2015) asked their readers to contrast the markedly different mindsets of those working in traditional and digital organisations. While pitched in Forbes magazine at business, the contrast holds equally of schooling, with many leaders in the traditional school in 2015 still seeing no reason to change. Until school principals are of a mind to transform their school, the staff and the school’s community have little likelihood of changing the status quo. < Collaboration. Until recently, schools had seen no reason to genuinely collaborate with anyone outside of its walls. That changed virtually overnight (Lee and Ward, 2013) when schools moved to a digital operational base and recognised the many educational and economic benefits of genuinely collaborating with their homes and community. < Control of teaching and learning. An associated development is that the digital schools move quickly from their traditional unilateral control of teaching and learning to a more distributed approach where the school collaborates with and supports the efforts of all the ‘teachers’ of the young.
So important is that trust, schools cannot consider BYOT or achieve digital normalisation without being willing to trust students to use the kit of their choice in class. < Student learning. In maximising the potential of paper-based schools, continuing to use the same loosely coupled organisational structure and insular teaching mode and maintaining the same risk-averse ecology, it is of little wonder that school literacy and the proportion of students alienated with schooling in the developed world has basically plateaued since the 1980s. In contrast, it is increasingly apparent that evolving digitally-based school ecosystems that simultaneously address all the variables that impact each
It will take at least five years, when led by an astute and capable principal, for a school to move away from its traditional paper-based form and create a digitally-based ecosystem. < Trust, respect and recognition. In distributing that control, schools and teachers recognised the very considerable contribution parents have made to their children’s learning from birth onwards, and the extent, nature and importance of student learning happening outside of schools, and placed increasing trust in all staff, parents, students and the wider school community. Paper-based schools work primarily on distrust – of students, their parents and most of the staff, particularly in regards to the use of digital (Lee and Winzenried, 2009).
student’s learning in and outside of the school walls has the potential to markedly enhance both the learning and its aptness of each student and to get more than the current top third of students to value and enjoy their schooling (Lee, 2014 b). When all students have current digital technologies in their hands and the skills to use them everywhere, anytime, the way is opened for all manner of enhanced, more individualised teaching, learning and assessment. < Attraction. All of the above go a long way to explaining why an increasing
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coverstory number of parents want their children to move out of areas and attend good digital schools. Culturally and educationally, the latter are perceived as exciting, dynamic, relevant and enjoyable schools – good schools – that are attracting the pick of the teachers; staff that find it professionally rewarding to be empowered, treated as professionals and supported to fly to greater heights. < Efficiencies, effectiveness and economies. Coincidentally, the schools where digital underpins every operation are already appreciably more efficient and cheaper to run than their traditional counterparts and are on trend to be increasingly so. With the advantage of hindsight, it is evident that paper-based schools are inefficient, highly labour intensive and expensive to operate, with the schools unable to achieve the economies, synergies and automation readily achievable in digital schools. < Recurrent resourcing. Digital schools are also ideally positioned to both reduce costs as the technology develops and to secure significant additional resources. In genuinely collaborating with parents and the community and in pooling the resources and expertise of the school, its homes and community, digital schools are afforded the use of a considerable amount of material and social capital that does not appear on the school’s books. An obvious example is BYOT, where parents provide the personal digital technologies used by their children – a sizeable sum of money the school does not need to find. The more schools genuinely collaborate, the more parents, the school’s community and businesses are willing to contribute in kind and cash. The strengthening cultural, educational, organisational and economic advantages of digital schools are considerable. While some of these attributes are particular to schooling, the vast majority are evident in the digital transformation of all organisations. Responsiveness to ongoing evolution, a strong shaping digital vision, a CEO ready and able to lead, an
unrelenting focus on the customer, an empowered staff with leaders at all levels and a mature, tightly integrated and efficient ecosystem are to be found in all. How well placed is the paper-based school to compete, and to compete over the long-term, with the good digital school? In 2015, while the majority of schools are still operating in the traditional way, parents will employ the traditional school selection methods; but as soon as a quality digital school, public or independent, enters the scene, those old criteria will likely rapidly change. Implications and Challenges How governments and education authorities address this global phenomenon remains unknown. The first step is to recognise it is happening. The second is to appreciate the enormity of the challenge and the years it will take, even with the most astute of principals, to move paper-based schools into the game. Fortuitously, to name but two, the NSW Department of Education and Community Services (DEC) and the Tasmanian Department of Education have begun tackling the issue. For the last three years, Tasmania DEC has been conducting a program on Leading a Digital School for its aspiring and current principals. NSW DEC, building on the government’s introduction of Local Schools, Local Decisions and with the support of the local member Andrew Constance has, in its Far South Coast Network, backed the introduction of ‘a hub and spoke networking’ model (Morris, Lee and Lowe, 2015) for facilitating wholeof-region school change. Hopefully there are others, but the lack of any mention in the literature suggests only a handful of political and educational leaders have as yet read the trend lines. Conclusion Schooling globally is just beginning to experience the kind of digital transformation that has impacted virtually every other paper-based or analogue
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industry. While its move to a digital operational mode lagged behind most other organisations, the pathfinder schools – the digital masters – are evolving at a pace never seen with schools, positioning them years ahead of their ‘competition’ developmentally. Schools can sit unconcerned about Digital Darwinism or recognise they have to go digital as soon as feasible to remain viable. ETS Mal Lee is a former director of schools, secondary college principal, technology company director and now, author and educational consultant. He has written extensively on the impact of technology and the evolution of schooling.
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The Benefits And g in d n u o r r u S s n o ti s e u Q m o o r s s la C d e p p li F e h T
The Benefits And Questions Surrounding The Flipped Classroom
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The Benefits And Questions Sur rounding ped Classroom | By Jon Bergmann and Aaron Sams | The flipped classroom has been around for a number of years and has garnered much attention from educators around the globe. In this article, the authors share some of the successes and failures they have encountered through the process of developing their flipped classrooms. What is the Flipped Classroom? Defining exactly what a flipped classroom is can be difficult because a flipped classroom looks different in every instance. A fourth grade teacher will implement a flipped classroom differently than a high school English teacher. A flipped classroom really starts with one simple question, “What is the best use of face-to-face class time?” Since each teacher will answer that question in a different way, there is no such thing as one definition of the flipped classroom. However, some commonalities can be seen across the educational spectrum, and the authors refer to these commonalities as Flipped Class 101. In Flipped Class 101, direct instruction (lecture) is delivered at home via videos that teachers either create or curate, and that which has traditionally been done as homework is done in class. This flip of the time and place that lectures and homework are delivered is the most rudimentary form of the flipped class. There is value in this simple flip, which has helped many teachers transform their classrooms into centres of learning and engagement. Benefits of the Flipped Classroom Students get help on difficult topics One of the challenges in a traditional classroom when instruction is delivered through a lecture is that students are often sent home to apply what they have learned without any assistance. At home, students can often get stuck and cannot complete the assigned homework. At this point they have a number of options. They can spend hours wrestling with an assignment they are not prepared to do, they can give up, call a friend, ask the teacher the next day or, in the worst case, they cheat. In a flipped classroom the work done at home is simply to view a video, and when the student is struggling with what was traditionally sent home as homework, the teacher is present to help, because this higher order thinking is done in class. The teacher-student interaction is enhanced Direct instruction (lecture) can often be a one-way communication. The teacher stands at the front of the class and delivers content. When done well, this can be a rich dialogue, but too often it is simply a teacher talking or giving a presentation while students all dutifully take notes. Moving the direct instruction outside of class time frees up more time
for teachers to interact one-on-one, or in small groups, with students. Ideally, a teacher in a flipped classroom is able to talk to every student in every class every day. It allows for differentiation Being able to meet with each student every day allows individualised instruction to meet the individual needs of learners. Those students who struggle get the attention they need, and the students who are excelling are given the appropriate challenge to take them to the next level. It creates an atmosphere of learning Shifting away from traditional instruction creates classrooms that are hubs of learning and inquiry rather than places where information is disseminated. Since a flipped classroom involves the teacher interacting with each student, the teacher can help one student drill deeper into a subject while providing another with the appropriate support to become successful. This creates an atmosphere where learning, rather than teaching, is the goal. Students begin to take more and more ownership of their own learning; they are no longer passive recipients of knowledge, but active learners. Students can learn at their pace Teachers often speak too quickly. They know their content well and they know how to convey it – or so they think. When teaching a specific topic, they often try to pace instruction based on the needs of the majority of students. If they go too fast, many students get left behind; if they go too slow, many students are bored; so teachers typically shoot for the middle. One thing very powerful about moving direct instruction out of the group class time and onto a video is the fact that a student has control of the pause and rewind buttons. Students can pause the teacher who is speaking faster than they can process. Students can rewind and go over a difficult topic as many times as necessary instead of asking the teacher to go back to the previous PowerPoint slide. By creating instructional videos, students can learn at a pace which is most appropriate for each of them. It helps when students are absent Teachers spend a lot of time preparing a lesson, but invariably some students are out of class. The absent students ask what they missed and this requires the teacher to re-teach what had been painstakingly done in class. However, an absent student in a flipped classroom never misses direct instruction. They will miss out on the engaging in-class activities, but the main content will have been covered on an asynchronously accessible video. EDUCATION TECHNOLOGY SOLUTIONS 043
feature It helps when the teacher is absent Teachers are often out of the building for a variety of reasons, such as professional development, illness, coaching and meetings, and it can be difficult to find qualified substitute teachers. Creating instructional videos is a great way to prevent students from getting behind. Teachers could create short videos for when they are gone, even if they do not completely flip their classroom. Not every lesson has to be flipped A flipped classroom is a flexible classroom and the beauty of this flexibility is that not every lesson has to be flipped. Flipping only a few lessons is a great entry point into the flipped classroom. If flipping just a few lessons, pick topics that students struggle with, that one lesson that needs to be repeated over and over again with students. That lesson is a perfect one to flip because it will be archived for quick retrieval and review by students, and will enable teachers to spend more time helping students individually understand the difficult concept. Relationships with students are better There is something about getting the teacher away from the front of the room that changes the dynamic in a flipped classroom. Moving the attention away from teachers and onto the individual learner allows teachers to know their students better than ever before; both cognitively and personally. When teachers are in amongst their students, conversing with them and listening to them, they get to know the students’ struggles with content and can lead them to the place of the ‘ah-ha’ moment! They get to know them more as individuals and are able to develop a mentoring relationship with students. Common Questions What if the student does not watch the video? Not all students do their homework; implementing a flipped classroom will not change this. So what do teachers do with students who have not viewed/ interacted with the video content? First of all, hold each student individually
accountable for watching each video. Have students take notes on the videos and check their notes the next day. Or embed questions into or alongside the video on a webpage. In the authors’ case, if students were not able to prove that they had interacted with the material, the student would be sent to one of a couple of old computers in the back of the room where they watched the video while the rest of the class received individualised attention and assistance, or was engaged in the extension and application of the content. Students quickly recognised that it was more beneficial to watch the video than to not. This method did not get all students to do the homework, but more students completed the video assignment than the traditional work sent home in a traditional classroom. Who should make the videos? Today, there are many videos out there made by great teachers, but should teachers use others’ videos in their flipped classroom? Though it seems easier, it is best practice if teachers create their own videos, since one key element to good teaching is the relationship between the student and the teacher. If the video is outsourced, teachers will be missing out on a point of connection with their students. How long should the videos be? Shorter is better – teachers should only put one topic on each video and teach directly to the point; realise that these videos are only going to cover basic information and save the more difficult cognitive tasks and activities for in class. A general suggestion is one to one and a half minutes per grade level. So a fourth grader should have videos that are around four to six minutes long. Can this be done on a budget? When the authors first started flipping classes in 2007, they spent around $50 on some software and used computers that the school already had. Today, there are free or inexpensive programs such as ScreenCast-O-Matic, Jing and Snagit, which are easy-to-use programs to create
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instructional videos. If using iPads, there are some good apps, such as Explain Everything, Doceri and Educreations. All of these content creation programs allow the video to be placed online and viewed from any internet-enabled device. A flipped classroom does not require expensive equipment, nor does it require each student to have a schoolissued computer or device. In fact, most students probably already have the appropriate technology in their pocket or backpack in the form of a smartphone, iPod or tablet. Students who do not have one of these devices can easily access content at their local library, school library or other public venue. Screen time One concern from teachers and parents is that student screen time is increased. Some argue that students are spending too much time in front of a screen engaging in unproductive and sometimes damaging activities. Will the flipped classroom contribute to this problem? Although there is no hard evidence, students have reported that watching the video content is actually replacing screen time that they would have used doing other less meaningful activities online. They also reported that the flipped classroom saves them time because they are not stuck on their homework at home throwing up their hands in exasperation when they do not understand the task. Viewing a short video is a meaningful and manageable task that can be done with minimal supervision and support at home. Some parents even report enjoying learning right alongside their children by viewing the content with them. What about parents? What do parents think of this ‘new’ method? The key to this is for teachers to communicate with the parent community about what and why they are changing how they are teaching. Send a letter home or explain it at parent-teacher conferences. Share with parents the benefits of the flipped classroom. Some teachers have started flipping back-to-school night by creating
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feature a video explaining the flipped classroom to parents. When parents arrive at the event, they are able to ask questions of the teacher and discuss class procedures more directly. Jon Bergmann wrote a blog post to parents whose children are in a flipped classroom. This post is available to share with parent communities ( http:// bit.ly/teachersmatter). What will teachers do with class time? Some teachers struggle to figure out what to do with the class time if they do not lecture. This is a very important question that teachers must answer for themselves. To help frame this question, consider, “What is the best use of your face-to-face class time?” Once teachers have determined what that is, then they should do that, and only that, in their classes. Is video instruction going to replace the teacher? One of the concerns some have raised about the flipped classroom is that students will now be taught via computers and the role of teachers will become diminished. If education was just about a transfer of knowledge, then students could all be taught via videos on the internet. But education is a complex cognitive interchange between
teachers and students in the context of caring relationships. This scenario could never be replaced by a computer. Human interaction is too complex and thrives on individual contact within a learning community. In the authors’ opinion, the teacher is actually more valuable in a flipped classroom. Content can be disseminated in many ways, but the education teachers aspire to for their students goes far beyond just learning the facts. Teachers want students to become engaged, thoughtful and moral humans who can make an impact on the greater world. Conclusion The flipped classroom radically changes the way teachers teach. They are able to know their students better than ever before and are able to meet the educational needs of each student. Teachers are encouraged to consider flipping a few lessons, or maybe to completely flip their class. This simple concept has impacted thousands of students across the globe. More information on flipped classrooms can be found in the authors’ books Flip Your Classroom: Reach Every Student in Every Class Every Day and Flipped Learning: Gateway to Student Engagement. ETS
Jon Bergmann was a classroom teacher for 24 years and is co-founder of FlippedClass.com and the Flipped Learning Network (FlippedLearning.org). He now works around the globe with teachers, schools, districts, governments and corporations to help them rethink educational practice. Jon received the Presidential Award for Excellence for Math and Science Teaching in 2002 and was named semifinalist for Colorado Teacher of the Year in 2010. He coauthored several popular books with Aaron Sams on flipped learning topics, including a series of subject-specific books about how to flip science, maths, social science, language arts and elementary classrooms. Aaron Sams has been an educator since 2000 and is co-founder of FlippedClass. com and the Flipped Learning Network (FlippedLearning.org). Previously, he was a chemistry teacher in Colorado and California and an Adjunct Professor at Saint Vincent College in Latrobe, PA. Aaron was awarded the 2009 Presidential Award for Excellence in Math and Science Teaching. Aaron also served as co-chair of the Colorado State Science Standards Revision Committee and serves as an advisor to TED-Ed.
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Professional Learning For School Leaders In A Digital World
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officespace | By Madeleine Regan | In an interview in February 2015, Michael Fullan, international consultant on educational reform and the role of school leaders, referred to the ‘pull’ factor of the excitement of technology and new pedagogy in schools. He sees a dynamic future with school leaders shaping the focus, with technology making the links between schools, the community and the wider environment. Fullan conducted a series of workshops about leadership for change in Australia in 2014; one module was Effective Leadership in a Digital Age. He referred to the ‘push’ in schools where students are not engaged and he compared it with the pull of the 24/7 digital world where he sees the interactions of three powerful dynamics of technology, pedagogy and change which impact the role of school leaders. Professional Development of the Previous Generation When a secondary principal was speaking recently about the experience of professional development in the early 1980s, the discussion turned to the scope of programs, events and interstate conferences, and the budget that was available for substantial engagement. The principal recalled that the benefits of attending professional learning events allowed time out from school with peers to absorb research, new knowledge and contemporary ideas about teaching, learning, change and leadership with the goal of improving student outcomes. Leaders were often inspired by conferences to effect changes in their leadership practice through developing collegial partnerships and ongoing conversations. What is the New Professional Learning? Today, opportunities for school leaders are diverse and allow for unlimited professional learning through the use of technology. A look at websites related to professional learning in education shows that options for teachers and school leaders include references to digital pedagogies and learning, webinars, eLearning, blogs,
blended learning and more. Online learning is now synonymous with professional learning and these options will continue to expand with increasing innovative use of technology, which will include formal and informal opportunities to learn and share knowledge. This new professional focus on acquiring new knowledge and skills as
just-in-time learning that principals and school leaders require in their roles. These professional learning opportunities in a digital context reflect the pull of technology highlighted by Fullan. He emphasises that school leaders have to take advantage of these opportunities as they participate in the wider world.
Today, opportunities for school leaders are diverse and allow for unlimited professional learning through the use of technology. a ‘just-in-time’ approach is a significant shift in the way school leaders think about professional learning. As technology enables access, professional learning will be shared with a wider audience at a more cost-effective price. What was once a traditional faceto-face leadership program can now be delivered online, around the world, and at the time that best suits the knowledge consumer. A first-year teacher can enrol in the same online course as a 30+ year veteran educator and interact as ‘equals’ in a virtual collaboration space. This is an example of the democratisation of the ‘new’ professional learning environment. Collaboration through Technology The use of technology offers school leaders the potential to increase options for professional learning in collaborative online contexts. Online courses can be customised and provide opportunities for interaction and development of communities of learners. One of the great advantages is that the learning can occur at any time and across geographical boundaries with a group of like-minded professionals. As an alternative to finding the time to attend an event or a course in a particular location, online learning is a solution for school leaders to explore research, new perspectives and ideas, and to share with peers. The ability to network in a secure environment specific to school leaders is a way to facilitate the
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Applying Technology to Professional Learning Conferences Principals and school leaders continue to value the professional learning at conferences and events hosted by associations. They have access to inspirational and engaging keynote speakers, presentations on the latest research developments and trends, illustrations of best practice from colleagues, and the networking and collaboration with other conference attendees. However, the challenge remains to maximise use of the limited time available while being physically present at the conference. Participants need to prioritise attendance at concurrent workshop sessions, engage with vendors and suppliers during break times and communicate with peers. Through attending conferences, school leaders are broadening professional networks and creating connections for future collaborations, both personally and professionally. It is here that educational technology can provide structure, enrichment and ongoing engagement with the intense conference landscape. A contemporary example of the collaborative use of technology for principals and their professional learning can be demonstrated by the South Australian Secondary Principals Association (SASPA) in relation to their annual conference at the end of August. SASPA and Principals Australia Institute (PAI) are using the
capacity of the new PAI professional learning and management ecosystem to enhance the conference experience for secondary school leaders. SASPA and PAI are trialling the use of the online ecosystem to engage with 21st century approaches to professional learning and embody the conference title World Class Learners: What does it take? The conference planning committee has designed a program to offer attendees early engagement through the online ecosystem by participating in pre-conference webinars. Participating schools will host these and showcase student engagement as world-class learners. Attendees will also participate in online collaboration and discussion spaces featuring early provocations from world leaders in education around the conference themes. There are opportunities for early interactions with workshop presenters to discuss content prior to the conference itself. Sessions and keynote
One of the great advantages is that the learning can occur at any time and across geographical boundaries with a group of like-minded professionals.
speakers will be recorded and embedded in the space for future reference to provide access to all conference attendees who may miss concurrent sessions. It will be possible to follow up through development and continued engagement with the online ecosystem, allowing for evaluative measures of impact and influence. Much of this interaction is already possible through multiple systems and platforms such as Skype for Business, Google+ and the Scootle Community. However, the integration into one secure dynamic ecosystem allows purposeful, dedicated connections to be built between school leaders to share knowledge, skills, ideas, experiences, articles and research about educational practice in a truly collaborative learning space. The Three Dynamics â&#x20AC;&#x201C; Technology, Pedagogy and Change Learning management systems (LMS) are not new business in schools and, when fully embraced, they provide a collaborative professional learning space to meet the professional learning needs of students. In the case of the LMS being developed for school leaders by PAI, it will provide access to content and resources about leadership and educational research practice and the management of change in schools. It is not driven by compliance, and communities can be formed to enhance their learning and skills and address their specific needs at different career points. The technology of any good LMS for school leaders must provide intuitive engagement with elements such as virtual classrooms, discussion forums, blogs, document storage and ePortfolios to track
and evaluate ongoing professional learning and development. These asynchronous interactions can be enriched through blended learning methodologies using mixed-mode, web-based and face-toface delivery to model pedagogical practice and the power of relationships in leading and learning. The capacity for coaching and mentoring is enhanced as the pool of experienced educators is not restricted by geographical location. This approach to professional learning through using technology will offer principals new opportunities to lead interactions in the school community, engage with pedagogical imperatives, such as implementing the Australian Curriculum, and link to the external community. Transforming Professional Learning in a Digital World The online learning space is transforming the approach to professional learning for school leaders, but there are challenges in the movement to embrace technology. Yet, if teachers persist in using traditional modes of delivery and engagement in professional learning, the risk is to reduce the scope and efficacy of extensive professional learning and practice in the future. As Fullan says, there are â&#x20AC;&#x2DC;trouble spotsâ&#x20AC;&#x2122; in integrating the three dynamics of technology, pedagogy and change. However, he is also optimistic about the creative opportunities and advantages for leaders to build collaborative links and networks. The exciting challenges are to accept change, to address the push and the pull, and to facilitate the adoption of technology as widely as possible in the context of school leadership. ETS
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Using Education Technology In Simple Ways To Improve Assessment | By Dr Shelley Kinash | If I had to nominate one learning experience as the best across each of my primary and secondary schooling, the first example would be from my Year 9 Law class. One day, the principal came into our classroom. His face was red and he was frowning. He took Dwayne, one of the boys in my grade, out of the room. Dwayne was often in trouble, so this was not surprising, but the physical interaction was confronting. The teacher said, “Everyone, quick, pull a piece of paper out of your notebooks and describe what you just saw. This is important.” We did so and handed them in. The energy in the room was electric and the rumour mill was rampant. A number of students were sure what Dwayne had done this time and it was bad. But then the principal and Dwayne came back into the room together and they were laughing. The teacher shared that he had set up the situation to teach us about the process and challenges of witnessing. The teacher read out a number of the descriptions. Most used verbs like grabbed, squeezed and yanked and judgements like brutal, mean and unfair. The teacher asked us to recall whether the principal actually yanked Dwayne and, based on what we saw, could we actually call the action brutal. I have never forgotten this learning experience and use the memory as a check to keep me honest whenever I am called to describe an experience – which is a common and transferable skill.
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Nextstep I can also easily nominate a single learning experience from across higher education. This was in a Communications class in my undergraduate degree. We were learning about technical writing and this unit was on proposals. The city in which I was living hosted the headquarters of many of the top oil companies. Rather than marking our proposals herself, our professor submitted them to a group of top executives from among these oil companies. We wrote the proposals as bids to these oil companies to secure our services. The executives then selected which proposal they would choose and thereby whose fictitious consulting company would win the bid. A large part of why I remember this exercise must certainly be because my proposal was selected. This was meaningful and treasured feedback because it came from industry. The reason why mine was selected has had lasting impact. The executives said that what made my proposal stand out was that I personalised it with faces and personality. I specified, by name (albeit fictitious), who I would assign to the job and why they were good fits for this company and work. I have remembered this feedback. I have since been successful at being awarded multiple research grants. I believe that one of the reasons is that I go beyond stating details such as that I will hire a project manager, to giving the name and describing her prior experience and suitability for this research. Both of these experiences were about authentic assessment. Notably, of the many educational experiences I could have recalled when considering the pinnacles of my learning across my schooling, the two that stood out were both assessment. Assessment can be simply defined as the work that students produce to apply their learning and/ or demonstrate their subject mastery. David Boud, an educational expert, has famously said, â&#x20AC;&#x153;Students can survive bad teaching, but NOT bad assessment.â&#x20AC;? There are five main principles that can be drawn from across the two
Assessment can be simply defined as the work that students produce to apply their learning and/or demonstrate their subject mastery.
learning experiences I shared. These are discussed below, along with education technologies that can be used to apply them. There are two common themes across these principles. First, assessment and learning are two sides of the same coin and inseparable. Second, there is a future orientation. While assessment matters to the student in the here-andnow of schooling, it is also framed so that it sets them up for future successes in their careers and lifelong learning.
to make it through all of the questions in the allotted time. Education technology can also be used to engage industry experts in assessment. Help students find active discipline-relevant online forums and engage in conversations with industry experts. Encourage them to start Twitter accounts and follow key industry personnel. Have them report back on their findings. Start discussion forums and invite industry executives in for relevant online conversations.
1. Good assessment is compelling, rich and memorable, and can be transferred beyond schooling to inform lifelong application. There are times when the educator has control over the assessment activities and times when the educator must run students through what has been prescribed. For example, teachers have no choice when it comes to standardised state or national tests. In university, tutors usually have to use the assessment that professors have listed in the subject outline. However, educators can be creative within these boundaries. For example, in supporting students to prepare for high-stakes tests, a quick Google search will reveal many online tests for practice. Choose some justfor-fun tests to playfully practise the skills of reading between the lines of questions. Use a Boyfriend-Girlfriend test and see if students can manipulate the outcome by answering the questions in certain ways. On a more serious note, choose a higher stakes test in the discipline of study. For example, biology students can try online versions of the Medical College Admission Test (MCAT) and discuss how
2. Students are provided with meaningful and specific feedback that can be applied to future learning. Technology has enabled feedback opportunities that were not previously available. Ask students to submit electronic drafts of their papers. Specific and meaningful feedback can be easily provided using comments and Track Changes in programs such as Word. Students can see where a teacher has crossed out or inserted text. Consider having students peer-review each otherâ&#x20AC;&#x2122;s submissions using these tools. Invite graduates and/or industry experts to occasionally review papers. Numerous rubric creation tools are also now available online. These tools help teachers to explicitly articulate the components of an assessment submission, aligned with various grades. The rubric can be provided alongside the assignment and then handed back with the marked-up drafts, with the relevant quadrants on the rubric highlighted. Some educators have creatively used rubrics in designing them together with the students, so that there is co-ownership of the expectations.
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3. Assessment is relevant and students perceive assessment as relevant to current and career learning. Why is the assessment what it is? Why was that mode chosen? Why was that knowledge and were those skills and attributes assessed as opposed to others? How does this subject or unit fit together with the other subjects or units for this school year or course/degree? The educator is well-placed to ask this question in relation to each assessment task and then work through the answers with the students. There are some education technologies that can help. For example, if using a learning management system, analytics tools are readily available to see what assessment modes are being used across the curriculum and which learning outcomes are being assessed. There are a growing number of curriculum mapping and assuring learning tools available online to derive a bigger picture of how assessment works together. One of the specific, and simple, actions an educator can take is to guide the students to research the activities and type of work that people in relevant and related careers undertake. What kinds of reports do scientists write? How do they gather their data? What kinds of communications do engineers engage in? What makes these communications most effective? The internet is a powerful resource to find this information, as profiles of professionals and work artefacts can be readily located. Invite conversation about the relevance of the current assessment. Which specific and transferable skills can be learned through this school-based assessment that can be applied later? 4. Assessment is not a bolt-on or afterthought; it is woven into the fabric of the learning experience. Assessment has mnemonic properties. It tends to stick in people’s long-term memory because it has an emotional element. Denise Jackson wrote about the educational shift from ‘inquisitive’ to ‘acquisitive’ learners. Educators have all had frequent encounters with
students who want to know whether ‘it is on the test’ because if it is not, then they do not want to bother learning it. John Biggs wrote about the importance of ‘constructive alignment’ whereby educators must ensure that what they design as learning outcomes of the experience are closely married to the assessment activities. For all of these reasons, assessment is learning and for students, learning is about assessment. Education cannot be considered a twostep dance where first educators teach it
that they did not receive a high distinction on an assessment task because they had spit back every fact that the educator had taught them about a subject matter. The educator often replies with, “But you did not answer the question” or “But you did not demonstrate critical thinking”. Educators must always be clear with students about their expectations. Do the students know how to differentiate between the unique types of assessment and are they able to fulfill the criteria for each? The internet is a valuable source of
Technology has enabled feedback opportunities that were not previously available. and then they assess it. As written above, learning and assessment are stamped on either side of the coin and cannot be separated. One way of using education technology to help make the connection between learning and assessment relevant to students is through the use of visual mind mapping software. Work together with students to create a visual map of the semester and beyond. Plot the learning outcomes, the assessment and their career goals, showing and reflecting on the relationships between these elements. 5. Students are taught how to master the type of assessment and how to apply these skills to activity beyond the classroom. The power of the Year 9 Law experience in which we were directed to describe what we saw was that we learned observation/ witness skills through experience. Writing clear, factual notes is a transferable assessment activity that is used throughout and across multiple domains of life. The lessons that we learned through this activity are lasting. Royce Sadler writes that relying too heavily on feedback means that the educational intervention is often too late. He asks educators to consider how many times they have been confronted by students who are confused
artefacts to accomplish this task. At the time of assigning a piece of assessment, consider having a reflective conversation with students about the mode or genre of assessment and the accompanying expectations. Ask the students to take out their mobile devices and find examples of artefacts written in that mode. Which ones are exemplars? Why? Which ones would be exemplars for a different type of assessment, but not for this task? Conclusion Applied use of education technology can vastly improve the quality of the student assessment experience and thereby improve learning. For further principles and ideas of how to improve assessment, the following authors are recommended. Each of these authors has a website and multiple books and articles. John Biggs writes about constructive alignment. David Boud writes about authentic assessment, feedback and quality standards. Royce Sadler writes about teaching students about assessment genre. ETS
Dr Shelley Kinash is the Director of Learning and Teaching at Bond University. You can contact her on skinash@bond. edu.au
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Teaching Students How To Determine What Is Accurate Or Useful Information In The Online World Part 1 | By Matthew Vines | One of the foremost concerns that educators face in a digital age is the near ubiquitous access that students have to information. This undeniably has a huge positive impact on their education and, on the whole, provides them with fantastic opportunities to discover and drive their own learning, but it also has inherent pitfalls and dangers for educators to be aware of. As a tool for learning and education, one of the greatest strengths of the Internet is also one of its greatest weaknesses. The Internet exists as a forum where everyone can have a voice, and that voice is more or less equal to everyone elseâ&#x20AC;&#x2122;s. Two direct effects of this fact are that there is far more valuable information readily available
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than there has been ever before, and there is also far more misinformation strewn amongst it. Before the rise of the Internet, the prevailing means of obtaining information was through books and, in order to be published in a book, that information had to be read and reviewed by editors and any number of people before it would reach its audience. The Internet, on the other hand, simply requires an ‘author’ to press publish. The ease with which information can be published online can be a fantastic learning opportunity for students to be able to publish their own work to an authentic audience. However, as a result of the anonymous nature of the Internet, assuming that they have given no indication of their age or their status as a student, their work will be viewed on its own merits by anyone who sees it. This can, however, pose a problem for students who are trying to conduct research. They will almost certainly stumble upon sites that contain inaccurate or intentionally misleading information on almost any topic; therefore, students need to be equipped with skills to help them verify and analyse their findings. This means that the skill in locating information has taken a back seat to the importance of verifying it. In the past, one of the most necessary skills in researching was to be able to find the information itself. Now, finding information is not so difficult; what is difficult is finding accurate information. The key to students verifying their own information is for them to develop a questioning attitude. ‘How do you know that? Why should I believe you?’ are questions that educators want to encourage. Some key understandings that teachers can develop in their students to aid in this questioning mindset are: Understanding that there is incorrect 1. information on the Internet. 2. Using keywords as search terms. 3. Knowing the basics of how search engines work. 4. Realising how easy it is to publish to the Internet. 5. Understanding the need to reference and how to reference. 6. Knowing how to verify references on a site. 7. Realising that domains have different associations. 8. Developing note-taking skills.
Using Keywords as Search Terms and Understanding how Search Engines Work When researching on the Internet, students will often simply enter the question or the topic into Google and if they do not find what they are looking for in the first few sites that appear, they will either give up or claim that there is not an answer to the question. This is because students often have little to no understanding of how search engines actually work. Search engines work by collecting all the text that is present on a webpage and then collating it and ‘scoring’ word combinations using mathematical formulas in order to determine the level of relevance that the content of the page has to a specific search term or query. This is a very basic description of what is going on; it is important to emphasise to students here that they are not asking the Internet a question when they use a search engine. What they are doing is comparing the words that they are typing in the search box to all the words on the webpage. The results suggested by that search engine will be the pages that are both the most popular that also feature the most terms in common with the ones that they have searched.
In the past, one of the most necessary skills in researching was to be able to find the information itself. Now, finding information is not so difficult; what is difficult is finding accurate information. Rather than phrasing their research as a question (ignore the ‘how do I’, ‘what does’, ‘when did’), ask students to enter only the words that are most important to the topic that they are researching. For example, if students are researching climate change and they need to find out how climate change impacts the world and what can be done about it, they will most likely want to type into Google ‘what is climate change and what can I do about it?’ While this
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might return some results that will point them in the right direction, a far simpler and more effective search would be ‘climate change prevention’. This second search includes fewer terms that are far more relevant to the original question and is therefore more likely to return results that have a bit more substance. A very simple way to get students into this keyword mindset is to have them brainstorm or make a mind map of all the most important terms related to the subject that they are researching. This then becomes a word bank for them to use in their searches. Furthermore, it is important that students understand that one attempt at a search is often not enough; they will need to refine their search by selecting different keywords and using different search strategies to assist them. Some strategies that students can make use of to gain a bit more control over how the search works and to refine their search are to: • double and triple check all spelling • start with very specific search terms that are the most relevant to the question • use quotes around search terms (“like this”) • reduce the number of words in the search and remove any unnecessary words (what, how, good, why, I, wonder) • make use of a ‘+’ before the search term like “+this” – this adds importance to the term and increases its importance in the search. • remove all prefixes and suffixes from the word and reduce it to its base word • only use ‘what is...?’ in a search when looking for the definition of a word. Part 2 of this article in the next issue of Education Technology Solutions will continue the discussion on how teachers can help students to develop a questioning mindset with regard to assessing information found on the Internet. ETS
Matthew Vines is the ICT coordinator and a Year 5 teacher at Red Hill Consolidated School. He has a Masters in Teaching from the University of Melbourne. Matthew can be contacted via email at vines. matthew.m@edumail.vic.gov.au
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School Is No Place For White Elephants
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| By Pia Argiratos |
For educators, choosing mobile technology such as iPads and the accessories around them can be tricky. The benefits of technology are an educator’s specialty – enhanced learning, and new scope for engaging students and multiplying their learning – while the technology overall is often not a school’s strongest skill set. Helping schools to understand the range of options and the important differences between them will mean that schools can choose products that are compatible, have a wide range of applications and will simply be schoolproof enough to survive students. When funds are tight, there can be nothing worse than an expensive white elephant taking up space in the IT room. To help schools gain the benefit of the clever folk inventing and innovating on their behalf, here are some considerations to maximise technology in a school, while saving money now and in the long-term. Device Loyalty v Device Agnostic More schools are looking up from their apple-scented iPad world and seeing the benefits of Android and Windows tablets instead of, or in addition to, iPads. These tablets are usually cheaper and, with an increasing number of apps from iTunes now also available on Google Play and in the Windows store, the learning opportunities are often the same. The accessories that users need to make these feasible for use in schools are generally available too, though it pays to check before buying. For example, Gumdrop and Otterbox are two high-quality brands for iPad cases that also offer cases for a wide range of other devices. Also, the latest releases of chargesync-store systems are designed for a mixed-device environment. Brands such as PC Locs, Bretford and Kensington offer universal charge-
sync-store systems that can handle 10 to 40 devices, so schools can manage fleets of devices at once. Apple devices can be synced using configurator software and a Mac computer, while Android and Windows devices can be managed using common file management processes. Protect it Expensive, shiny, slippery iPads in the hands of kids – shudder. Wrapping tablets in appropriate protective cases substantially reduces damage from drops and subsequently the problem of having incomplete sets of devices in the classroom. School-proofing devices is not actually hard and can make devices last years longer, but it will take some attention to detail. Look at the details of the iPad or tablet case being considered. What materials is it made from? What features have been built in to protect the screen and corners, which inevitably cop the brunt of a drop? Properly engineered iPad and tablet cases can provide drop and shock protection, some are even waterproof too. Gumdrop brand cases are a good example, with most models providing screen protection plus built-in air chambers for corner protection, as well as military-graded materials to absorb the force of a drop or hard knock. A cheap and cheerful piece of plastic will not ever be good enough to protect a $1000 device made of glass and steel. Compatibility “Yes, we already have iPad cases – really good child-friendly ones bought last year. This year we need an iPad cart.” Then the problem becomes clear: the iPad cases already bought and wrangled onto the devices will not fit into any charge-sync station. Consider the whole picture before committing to a purchase, especially
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one that has labour implications as well as direct costs, as there lies a hidden cost. As product options multiply, it is more important than ever for schools to do their homework to know what products are out there – and provision for what is coming. Look beyond catalogue-style school suppliers with one brand of a product and research to compare styles, brands and know all of the options. Quality companies from around the world are innovating in this space and constantly improving the opportunities for schools and students. Scalability Many schools have a humble quantity of iPads, with hopes and plans to grow the fleet in future years, so choosing a charge-sync-store system that has room to grow with the fleet makes good sense. Brands such as Griffin and Kensington have smaller 10-bay charge-sync cabinets that can be linked together to manage up to 30 devices at once, so as the fleet grows, a school can add on additional cabinets to slowly gain the efficiency of a larger unit, though purchased in a staged fashion. Quality Limited funds, multiple needs – it is so tempting to make procurement choices based upon dollars; however, as elsewhere in life, buying quality products will provide lifetime savings and less downtime. Look at the materials used in the manufacture of the accessories being bought. In terms of iPad charge-syncstore systems, if the system is expected to protect the gear from theft, then make sure that it is built with steel, and has sturdy locks and security options. Is it painted to protect from rust? Does it have quality wheels that will continue to work under a heavy load? Does it have features that make it easier to load and unload the devices, such as carry baskets and load-bearing
lids, or will that be a daily struggle with workplace health and safety implications? Accessorise to Maximise Investment Once a school has invested in great devices, it is time to think about what functional, helpful and innovative accessories can help it do more with them. Look at capacitive brushes and styluses to use with paint programs on tablets to add digital art to the school’s repertoire. As a bonus, it is much easier to clean than real paint. Pencil Bluetooth Stylus has an amazing range of effects to make it so like natural art, as it takes input from the position or pressure applied to the silicone tip. Use iPads or tablets to record student or teacher content for class blogs, to build up a learning library or to interact with sister schools across the country or the world. Swivl Personal Cameraman enables tablets or phones to record content anywhere. Record a presentation on an iPad without someone being the ‘cameraman’, while Swivl keeps the presenter in the shot. Determine if the tablet can be used to perform repetitive tasks, or display information in high traffic areas. A floor stand or wall mount can put the device in the right place, securely, and potentially reduce administration time or increase communication where it needs to. Technology to Extend Students What can work alongside technology to further students’ learning? Opening up the Pandora box of technology at school can excite students in new directions, where they can discover new interests and grow skills. For example, Littlebits Electronics are modular kits to teach children about electric circuitry while they build fun projects. They click together modules to create battery-powered circuits that
include input sensors such as voice, touch and switches, and perform outputs such as light, movement and sound. Build up the options by starting from a base kit and adding on specialised kits to extend it as far as possible. This is perfect for bright sparks who are not keen on sport or arts, but need somewhere to grow at school, as well as support unit kids who need innovative play to help them learn how their world works. Reduce Administration Cost and Time The management of all this clever technology is the responsibility of the IT co-ordinator or manager. Making sure that devices are recharged, upto-date, located where they need to be, protected from theft, and are
Consider the whole picture before committing to a purchase. being safely moved around the school are all major considerations for IT coordinators. There are solutions to make all of this easier. Charge-sync-store systems are an important investment for a school as they significantly reduce the amount of time spent in preparing fleets of devices for class. However, it is easy to choose a system that meets the budget without fully understanding the benefits of different models, let alone different brands. Thorough consideration of how the school could manage its fleet of devices now and in the future will make the choice easier. Considerations include whether sets of devices will need to be moved around the school on a regular basis and whether that movement is across relatively flat inclines or not. If so, and the incline is fairly flat, a cart-style system may suit best, to reduce heavy lifting. Carts include lockable doors
and can be chained to a secure place to keep them secure. Some brands include carry baskets for easy local movements of quantities of devices. Or perhaps a cabinet style would be better? Securely storing and recharging 10 to 30 iPads or tablets in a wall- or desk-mounted cabinet close to where they will be used will reduce the time and effort required to keep the devices ready for use. Think about how often the devices will need to be synced or updated – it is usually once per term or even per semester. Purchasing charge-store systems for everyday use, then a single portable sync system to update each set of devices when required, can save money. Charging-only stations are cheaper than stations that include a sync function, so the savings can add up. Also consider the smarts of brands such as Bretford, which offers in its PowerSync+ range a helping hand for IT co-ordinators. This range uses a phone app so that co-ordinators can remotely check the progress of charge and/ or syncing devices from their phone in multiple locations around the school. The app also includes after hours alerts to devices being removed from their station when the school is unattended. The benefits of technology in education are growing by the day. Making the right choice in products can help schools extract maximum value for money and maximise the learning opportunities for students, without adding to the workload for staff. ETS Pia Argiratos is Director of Powered Life (www.poweredlife.com.au), which helps schools find the best solutions for managing mobile technology in the classroom. Powered Life has all of the world’s best brands in one place, so educators, families and therapists can easily compare and find the right choice for students, teachers, special needs and more.
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WANTED:
Who Might Be The Australian Equivalent Of Super-Awesome Sylvia?
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feature | By Dr Jane Hunter | Inspiration As I left Brisbane after attending EduTECH 2015, I reflected on a tweet posted by Leanne Cameron from the ICT Educators of New South Wales (ICTENSW) – she called for Australia to find its own Super-Awesome Sylvia out in schools; or, as I am going to call her, Australia’s own Extra-Astonishing Anna or Alexia or Audrey. The call from Leanne is spot-on. Some might say it is copying the whole amazing SuperAwesome Sylvia juggernaut, but as my wise grandmother used to say, “Copying is the greatest form of flattery.” For those readers who do not know the household education name of Super-Awesome Sylvia, aka Sylvia Todd, she is a 13-year-old girl from Northern California. Sylvia started making and
clear focus on Science, Technology, Engineering and Math (STEM) learning. She emphasises Science, Technology, Engineering, Arts and Math (STEAM) learning too – where the arts are considered essential in students making, tinkering and constructing in subjects like science, technology, engineering and mathematics. The Book In the book Project Book Volume 2, Sylvia introduces readers to all sorts of friendly robots, how to get to know programming prototyping platforms like Arduino, how to make simple strobes, experiments with the Randomly Influenced Finger Flute (RIFF) and the project ‘the Tapper’. The projects are easily doable in the
presenters. Sylvia’s mantra is, “I want to get more people to have a maker spirit.” In the Press Fronting the Australian press was something Sylvia did while she was in Brisbane and, on 3rd June, The Australian reported as her having no diva complex. Of James, Syliva’s dad, they said, “Perhaps interest in his daughter’s making… arises from parents wanting to tear kids away from their screens.” Now that is an interesting observation. On ABC radio in Brisbane, only hours after Sylvia had delivered her address at the convention centre and signed many copies of her books, a compelling interview was broadcast with that other wonderful advocate of making and
The projects are easily doable in the classroom and clear instructions make the whole idea of ‘making stuff’ possible without too much expense for schools or for parents.
tinkering when she was seven years old. She did everything from making old-fashioned craft to building rockets with her dad and uploaded what can only be deemed ‘back to basics activities’ on YouTube. The videos went viral around the world and her actions have helped bring a renewed interest in school-aged children making stuff and doing science more generally. Sylvia has spoken to the United Nations, addressed the White House (where she met President Obama), appeared on TV and given engaging speeches at major technical and education conferences across the globe. Not bad for a 13-yearold. Sylvia’s first project book has a
classroom and clear instructions make the whole idea of ‘making stuff’ possible without too much expense for schools or for parents. The whole sense of fab labs, maker spaces or pop-up constructing areas in schools are a little akin to the ‘men’s shed idea’, only these are important shed-like spaces for school students. On Stage At EduTECH 2015, Sylvia showed videos of herself making things and she did two challenging science experiments on stage. When they looked like they were not working, she remained as cool as a cucumber – not easy to do in front of a large audience and a lesson for
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tinkering; another Sylvia – Sylvia Libow Martinez. Favourite Book Other Sylvia, as I call her, has advocated ‘learning learning’ through engagement, design and building for quite some time. She was the force behind the Generation YES projects. Getting children and young people interested in constructing and inventing is featured in Invent to Learn, published in 2013 by Sylvia and Dr Gary Stager. I regularly recommend this book to primary school teachers that I work with. In the High Possibility Classrooms science and geography project I am conducting at the moment with eight
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feature enthusiastic kindergarten teachers at Epping West Public School in NSW, it is essential reading. In these classrooms, students use iPads to create imaginative Pic Collages, Chatterpix and Nutshell narratives to explain ideas of motion within the environment. Young children are experimenting with concepts of making – it is ‘hard fun’ and there is lots of ‘thick play’ present. The final assessment task for the term involves students building something that moves for the school playground out of found and recycled materials. Invent to Learn has a marvellous philosophical basis with many great ideas; it gives a brief history of making (and of course references the founder of the Maker Movement, Seymour Papert), the learning theory of constructionism and new ways to think about what makes a good project. High Possibility Classrooms Research Gina, one of the teachers in my doctoral study that led to development of the High Possibility Classroom model for technology-enhanced learning in schools, was a huge fan of making. In her last school, she set up a maker space and she held regular ‘Hackadays’ with other Sydney schools. Her teaching for many years has revolved around a focus on STEM subjects. In interviews conducted for the research, Gina spoke about her love of tinkering, constructing and pulling things apart. In a science lesson I observed, Gina disassembled a regular A4 battery in a Year 4 class on alternative energy. She screened the process from her laptop and it was magnified onto a larger screen so students could see what was inside the battery in graphic detail. The learning captivated students’ attention and they asked so many excellent questions. Gina’s personal teaching mantra is, “Questions are more important than answers.” Apparently her dad used to say it. In fact, it was Gina’s father who helped develop her affection for tinkering and constructing. She would
spend hours in the garage building things with nails and wood, and would carefully break her dolls to see how they worked. Gina was the first child in her primary school class to have a computer. She introduced me to the wonderful video Caine’s Arcade, which has some fascinating viewpoints. Teachers must get more students building and constructing things out of all sorts of materials. Start by asking them to bring some recycled bits and pieces into class to begin the making process. Using the project books of Super-Awesome Sylvia is a great place
students (Sally-Ann Williams, Google, May 2015). The STEM area is critical to Australia’s national productivity (Office of the Chief Scientist, 2014), so the sooner teachers get students making, tinkering, engineering and constructing, and really keen on all their STEM subjects, the better! In the meantime, is there a girl at your school who might be the Australian version of Super-Awesome Sylvia or, for that matter, Australia’s Extra-Astonishing Anna or Alexia or Audrey? Let us find her! ETS
The STEM area is critical to Australia’s national productivity, so the sooner teachers get students making, tinkering, engineering and constructing, and really keen on all their STEM subjects, the better! to start and following the work of Australian educators like Ziena Chalich, Georgia Constanti, Matt Richards (now in New Zealand), Jenny Luca, Meredith Ebbs, Anne Knock, Debbie Evans and John Goh is a great next step. They are all doing interesting projects involving making in schools. Finding Australia’s Extra-Astonishing Anna or Alexia or Audrey One of the meta-issues in the push to find Australia’s Extra-Astonishing Anna or Alexia or Audrey is getting more girls into technology, especially writing computer code and pursuing careers in STEM more generally. Articles in recent issues of Education Technology Solutions make a substantial contribution to raising awareness of this urgent need. There will be a shortage of coders into the future – there is a shortage now. Google is funding programs to the tune of $50 million around the world to get girls into STEM. At a recent TeachMeet in Sydney, I was flabbergasted to learn that, of the 12,000 computer science students graduating annually from Australian universities, only 4000 are domestic
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Dr Jane Hunter teaches in pre-service teacher education at the University of Western Sydney. She was a classroom teacher and has won many awards for outstanding contributions to student learning in Australian universities. Her doctoral study is published in Technology Integration and High Possibility Classrooms: Building from TPACK and is available for purchase on Amazon.
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Using Plickers To Create Multiple Choice Questions In The Classroom
| By Matthew Vines | Being able to receive instantaneous feedback on student understanding on a given topic is an essential part of formative assessment in the classroom. Often, teachers find themselves in the position of needing to survey their studentsâ&#x20AC;&#x2122; understandings in a quick and efficient manner. Common practice in most classrooms is for teachers to ask students to raise their hands if they agree with a topic, or to write it down on a piece of paper. While this is a relatively effective strategy, it does not return clear results on each individual studentâ&#x20AC;&#x2122;s response, nor does it allow for a record to be kept of these results. Furthermore, there is also the need for teachers to be able to efficiently assess student responses to multiple choice questions with minimal marking. This is one of those areas that teachers are constantly struggling with; the battle between
receiving assessment and the time it takes to accurately mark student work. Any strategy that can be implemented that reduces the time it takes to mark a studentâ&#x20AC;&#x2122;s work without having any impact on the accuracy of that marking is a strategy that is of interest to most teachers. Developing efficient marking and assessment strategies is essential to improving teacher workflow. Using Plickers as a way to assess multiple choice questions in a collaborative setting allows for fast and efficient feedback on student results. This is beneficial to teacher instruction for two reasons. The first being that it allows for teachers to receive authentic feedback on student-by-student understanding of class content for the whole cohort, which provides feedback that is clear and graphically represented. The second benefit of this approach is that it provides immediate feedback that allows teachers to continue their instruction
immediately following the testing in areas that students find challenging. This removes any delay between the testing and the follow-up instruction and therefore ensures that the instruction remains contextually relevant and addresses student uncertainties as they happen. Although some teachers make use of clickers (electronic devices that students can enter their response with), these are often either too expensive or too inaccessible for teachers to use regularly. The beauty of Plickers is that it is simply a paper response sheet and therefore is accessible to any teacher with a smartphone and a printer. Plickers are paper clickers. In other words, they are print outs of paper that allow for electronic feedback in a multiple choice style by students. The goal is to provide instantaneous, real-time feedback of student responses to multiple choice
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questions that is auto correcting. What more could a teacher ask for? Although the Plickers app is primarily designed and recommended for use on an iPhone, it is possible to use it on an iPad; users will need to select ‘iPhone only’ apps in the app store when downloading it. In general, iPhones have cameras that are higher quality than on an iPad, and since the application makes use of the camera to recognise the student responses, the higher quality camera will increase the reliability of the app’s recognition of student responses. It is important for teachers to explain to students prior to them responding that they need to hold up their card steadily and facing towards the camera. This is the most difficult part of making use of Plickers. If students rotate their responses too much, put their response down too soon, or hold it on an angle not facing the camera, then the reliability of the responses will decline. When printing student response cards, one way to ensure that students will not misplace or lose their card is to have them glue it to the back of their books. If, on the other hand, teachers choose to laminate the cards and have a class set, it is a good idea to use matte, or non-reflective, laminating slips. Although the cards will still work effectively if laminated normally, a non-reflective lamination makes it easier for the program to recognise the responses. Using Plickers is a simple process. Students hold up their respective cards so that the side with their selected response on it faces upwards. The card held up this way would give the response of ‘B’.
While the same card held up in this direction would give the response of ‘A’.
Once all students have held up their responses, teachers view all of the responses
through the camera on the app on their phone or iPad. The app registers all of the given responses, which are then graphed in real time on the Plickers website. When teachers sign in to their account on the Plickers website, they will be able to see an option listed as ‘Live view’. This allows for instantaneous feedback on the results, displayed in graph form, of each question. It is also possible to list the students who have not yet responded to the question. Furthermore, the correct response for each question can be set, so that once all students have answered, it will display the correct response and how many students selected it. This is a fantastic way for students to see real-time feedback on their responses and also provides excellent guidance for teaching after each question.
to be specifically about understandings of concepts with questions like, “In your opinion, how well do you understand how to answer this question?” Another method that takes advantage of the anonymity of the responses is to simply ask students, “Who wants help with this?” as often students who are a bit more self-conscious will be reluctant to ask for assistance if they have to do so in front of others. Another use for Plickers-style assessment is for peer assessment and voting. This can be particularly useful when students are giving oral presentations. A value can be assigned to each of the letters on the card, for example A could be 3, B could be 2, C could be 1 and, finally, D could be 0. Once a student has finished their presentation, the rest of the class can then vote on how
Being able to receive instantaneous feedback on student understanding on a given topic is an essential part of formative assessment in the classroom. There are many potential applications for this app, such as: • NAPLAN-style formative assessment • multiple choice tests • monitoring understanding when reading to the students • quizzes • indicating wellbeing and feeling • as a means of asking for help • measuring understanding of an immediately taught concept • voting on topics or debates. Practice NAPLAN-style testing, or summative assessments, can be completed quickly and efficiently, and can direct teaching towards the areas of understanding that have been missed during instruction. Plickers is also an excellent way to gauge student feelings and wellbeing. As Plickers can be set up to be anonymous, students can be asked a simple question such as, “How are you feeling today?” and explain that A is amazing, B is okay, C is not so good and D is terrible. As students know that their names will not be attached to their responses, they feel far more comfortable in giving an honest response to this sort of question. This can be extended further
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good they thought the presentation was, which can then be tallied up. Alternatively, each student could be assigned a value of A, B, C or D along with a ‘round’, such as round 1 or round 2. Students then vote on their favourite presentation by waiting for the round that their chosen presentation was in and then voting for the student. Side note: if users are having difficulty with the student responses not automatically updating on the Plickers website live view, this is very likely a result of the school’s proxy settings blocking the website. Ask whoever is in charge of the network to whitelist the Plickers website, and hopefully this will fix any difficulties. ETS Matthew Vines is the ICT co-ordinator and a Year 5 teacher at Red Hill Consolidated School. He has a Masters in Teaching from the University of Melbourne. Matthew can be contacted via email at vines. matthew.m@edumail.vic.gov.au
T NNS OEN IMO TEI AGT CAU UNL DAO EMS
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getconnected
My Year Online | By Mike Shepard | In autumn 2014, I began an online investigation regarding the educational use of two apps, Snapchat and Instagram. Twitter and Facebook are nearly dead to the 12–14-year-old students that I teach, so a replacement needed to be found. Through casual conversation, most students admitted to having a Facebook account only so their parents could ‘monitor’ their online activity, leaving many parents absolutely clueless to the fact that there are hundreds of other social media apps that students can access. While I did find some suggestions on how to incorporate Instagram, the suggestions were no more creative than what many other teachers were already doing with a digital camera – bland and boring. It would appear that teens are far more likely than any other age category to be directly linked to their phones. Taking this into consideration, I thought that there must be a way to have students actively engaged in my social studies class discussions outside of the classroom, without making it seem like it was school-related. My inspiration came from the 90s TV show and computer game ‘Where in the World is Carmen San Diego’. Would it be possible to engage students in a ‘Where is Mr. Shepard’ game of sorts? There were three different groups that I needed to have on board for this social experiment. The first and most important was my wife. She had a list of concerns that ranged from our own personal privacy to addressing the line of student/ teacher relationships. The second group was technologyminded coworkers. Some staff members were well versed in
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the world of technology while others were not. Feedback from the former was essential to the success of this project. The third group was the district administration. The curriculum director was quick to point out two things: 1. Make sure that students understood the terms of service associated with both apps; and 2. Make sure that students were reminded of web privacy. Both were very valid and key parts for developing a student population who lived online.
How it Worked
Introducing this to the students went far more smoothly than I had anticipated. For a month or so leading up to the project’s release, I began asking questions about the apps by combining words to make me seem technologically illiterate. Words such as Spacebook, Snapfish, Instasnap and others were thrown out daily. It seemed the fact that their teacher was entering their world piqued their curiosity.
EDUCATION TECHNOLOGY SOLUTIONS 075
getconnected
I started with an explanation of the terms of service – the little box that students always click yes to. Almost all of them had no idea of the language used in these documents, specifically with respect to the ownership and storage of photos. Many questions were asked about what this actually meant and what happened to photos that had been deleted. The second thing we discussed was online safety. Lastly, we discussed how I would be using these two apps. Students were told that their participation was entirely voluntary. Their grade would not be connected in any way but, if they did participate, all school rules would still apply. Student participation was staggering. By the end of the school year, I had accumulated nearly 50 Snapchat followers and well over 100 Instagram followers and most had directly commented or followed up with me within a week of my postings. Like any new toy, students were eager to see what I had to offer. I began by taking pictures around town of different businesses and local landmarks and the responses were incredibly accurate and almost immediate. It made me think about how much time my students were spending on their devices. The very first picture was taken in the local hospital’s rehabilitation room at around 6:40am. I had responses within seconds of posting that first picture. Think about what that means! Early in the morning, in this case, long before the sun had risen, kids were on their phones. In some situations, it was completely opposite. One night, after having fed my daughter a 2am bottle, I posted a picture to Instagram which was liked within five minutes of it being posted.
How it Evolved
Eventually, I learned that I was going to far fewer places than I had anticipated. There were two trips to Colorado that
the students enjoyed, but they quickly tired of seeing the inside of the same grocery stores or the local oil change businesses. In order to maintain their interest level, I needed to adapt. I asked myself what students took pictures of – selfies, group pictures, goofy things, family and pets. So, I began letting students into my world. Pictures included my dogs and cats, meals that I had created, my daughter’s first time wearing sunglasses, memes and more. This was even more common while I was home on paternity leave. It became my way of staying connected with my students while being separated for an entire quarter of the year.
Concerns
My wife’s biggest fear, and I totally agreed, was the ever present what if. To live one’s life through a series of what ifs limits them from experiencing things that may have substantial consequences. However, there are occasions in which those consequences have to be weighed. This was one of those times. Any educator that attempts to use apps such as these must have a way to protect themselves from the what ifs. Personally, I did not experience any of the situations that my wife feared. This happened for one of two reasons. Because this online connection was not connected to the students academic standing, I had full authority to limit access to students who demonstrated a lack of trust. Simply blocking the student from accessing my account immediately solved that problem. Laying down very specific expectations, I believe, was the main reason that no issues were encountered. Sometimes daily, more often weekly, we would have class discussions about online etiquette. This, combined with the knowledge that I was aware of almost everything that was happening online, helped to
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model my expectations. Another concern raised by my wife and echoed by some staff members was personal privacy. Early on, my wife and I established guidelines for what could and could not be documented for student view. Things like personal possessions were to be limited so we were not inviting undue attention from people looking to take them. As we do with Facebook, we tried to limit how many pictures were posted while we were out of town, again so that we were not alerting unwanted people to the fact that we were not home. Using an Android platform was an obvious disadvantage. Unlike Apple products that can take screenshots almost effortlessly, being able to take a screenshot on an Android takes a little more work. I have just very recently learned how to make this happen on an Android platform. The ability to do this from the very beginning is an absolute necessity.
Benefits
This school year was the best I have had in over a decade of education, and I believe that it was directly related to the relationships that I forged with students. When I began taking and sharing pictures, students would: 1. Comment on pictures or videos I had posted via one of the two apps. If the image was of a location, their response would be their attempt at a correct answer. If the image was of a funny picture, they would provide a witty remark or simply ‘like’ the picture. 2. Find me the next day and inform me that they had seen my post and provide a one-to-one commentary about either the location or to have a brief discussion regarding the posting. 3. Both comment on the post and find me. These I would classify as students who were very actively engaged in the online connections I was creating, as well as the social studies content discussed in class.
it meant that I was on their mind. It As my use of the apps changed, had worked – students had become so did the way students interacted actively engaged in my social studies with me online and in person. Both content outside of the classroom! apps evolved in different ways. On Instagram, students began tagging me in pictures they felt connected to me or to something My Transition that we had discussed Much to the dis... I thought that in class. Snapchat appointment of my became a whole new wife, I am spending an there must be world. Students began increasing amount of a way to have snapping pictures time trying to calculate and video of the students actively my next move. While places that they were it has been around for engaged in my travelling to, the meals some time, YouTube that they were having, has been the most social studies their pets and their recent addition to my class discussions online existence. The families. One student even contacted me channel I created is a outside of the with a babysitting combination of personal classroom, question while she videos as well as school was ‘on the job’. videos, helping to without making These connections reiterate the idea of a it seem schoolwere monumental! blended personal and Several key things were professional life. Skype related. happening: has been another tool 1. I was becoming immersed in their that I use more frequently when I am online world. Students were unravelling not in the classroom. Recently, I stayed their online lives in a way that I would home with my daughter and used never have been able to understand Skype to have students share their through candid conversations in or project progress with me. Recorded outside of the classroom. It opened messages have also been vital to my eyes to what their world really was the success of my classes when I am like, and I believe that gave/gives me absent. If there is a pre-arranged an edge in dealing with middle level absence, I record short videos and learners. share them via Google Drive, giving 2. I was connecting with students in students direction for the day. This a way that I had never done before. has simplified the job of the substitute I see most students for 45 minutes per teacher immensely. day. While that may be enough time Throughout this process, I have been for some teachers to really get to forced to think about how technology know their kids, it has never been quite has and will continue to impact my enough for me. I now had, for those 50 family. I am much more aware of how, Snapchat followers especially, a better as an educator, I am perceived online. sense of who they were, where they As more colleagues, parents and were from and their sense of humour. former students attempt to ‘friend’ me 3. Probably the most important aspect on Facebook, I have to be cognisant of this adventure occurred when of every submission I make, for every students sent me pictures of their time I click that final button there may lives or of something we discussed in be a direct consequence on both my class; whether it was their horse, new personal and professional lives. ETS baby brother or Superman ice cream, EDUCATION TECHNOLOGY SOLUTIONS 077
lifelonglearning
Expanding Your Horizons People often make the mistake of thinking that when technology is applied to creative arts it is all about computers and graphic design. However, technology can be applied to a wide range of creative arts in education, from drama to film and media, and even more traditional arts such as Luthiery.
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Create Your Own Movie Soundtr acks Step-By-Step Part 1
Develop A Personal Learning Network To Inspire Lifelong Learning! EDUCATION TECHNOLOGY SOLUTIONS 079
lifelonglearning
| By Bev Novak | Encouraging teachers to become lifelong learners should be the aim of each school’s professional learning program. Learning success inspires a sense of achievement, self-satisfaction, increased confidence and motivates continued learning, leaving teachers feeling empowered to set their own agenda and pursue knowledge just for the sake of it. To motivate this kind of learning, there is perhaps no better resource than that of Personal Learning Networks (PLNs), a resource which can liberate teachers from the confines of traditional learning opportunities such as those offered in staff meetings, curriculum days, workshops and conferences. PLNs, in which connections with other learners is a key component, are both exhilarating and inspirational. What is a PLN? Sometimes experience can be a better teacher than teachers themselves. Understanding the nature of PLNs, what they are and how they develop, often comes from participation in a PLN. “A PLN is a group of people or professionals, with whom you connect, communicate and collaborate in the sharing and exchanging of information and ideas and through whom you increase your knowledge and understanding of topics of interest to you.” (ow.ly/CCFMd) The group of people or professionals in a PLN may be known or unknown, and may be located locally or globally. PLNs are not clubs or groups to which membership is prescribed. Instead, a PLN evolves, most often over an extended period of time, with participants coming and going and new participants continually being drawn into its circle. The group is nebulous and defies being defined by membership, size or configuration. One of the defining features of a PLN, however, is that participants are likeminded people who share common interests and a desire to share and exchange information, knowledge and ideas. With key components of a
PLN being connecting, communicating and collaborating, most often these exchanges occur in cyberspace, utilising one or more of the many social networking platforms available. Unlike traditional networks that draw in educators from local schools, network groups or delegates at conferences attended, PLNs allow for expanded borders, in which teachers worldwide, alongside world leaders, experts, scientists and researchers, can interact with each other. The ensuing exchange of knowledge and information enriches shared understandings and experiences, bolstering individual and group learning. Reflecting on the thoughts and ideas of others is very powerful. It is not unusual for participants of a PLN to feel they are part of a worldwide knowledge chain. PLNs constitute a new and powerful way of learning that is increasingly engaging and exciting the interest of educators worldwide. Enabling educators to decide what they learn, when they learn, where they learn and with whom they learn allows teachers to determine their own learning path. As the one-size-fits-all model of professional learning is increasingly acknowledged as not suiting the needs of teachers, the nature of PLNs ensures that individuals can learn at their own pace. This individualised learning ensures that teachers no longer have to compete with their peers nor endure the embarrassment inherent in not understanding or mastering new concepts, tools or pedagogies as quickly as their peers. It ensures that learning occurs in a very personal, meaningful way. PLNs provide a safe and secure learning space, where reassurance and support is constantly given by participants to each other. Forging virtual friendships where collaborative projects or learning are the focus is a fun way to learn. It is not unusual that the frequent virtual interaction between participants of a PLN forms the kinds of close bonds normally developed in face-to-face friendships. This closeness
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enables participants to feel confident to share, discuss and question, a process which enhances learning from and with others. PLNs are a forum in which ideas, thoughts, experiences and concerns can be shared. How to Develop a PLN The first step in any new process can be quite daunting. This can be overcome by teachers being quite definite about what it is they want to achieve. Once an interest-based focus – either professional or personal – is decided upon, teachers should decide what they really want to achieve, then determine from the outset how, where and when those aims will be achieved. Clearly, the more time invested, the greater will be the return. Being able to create time to stop, think and do is essential for successful learning. Teachers should set priorities and establish achievable steps, with the understanding that not everything can be learned all at once, so new tools and new concepts should be tackled one at a time. Let learning build upon itself, much like the scaffolding teachers aim to create in lessons for use by their students. Teachers need to give themselves time to absorb the new and to synthesise the new with the old. They should immerse themselves into this new learning environment and be an active rather than passive learner so they can maximise their experience and learn by doing. Being shy, reticent and not taking risks are factors that should be set aside for this new kind of learning experience. As mentioned earlier, the key component of a PLN is connecting, communicating and collaborating with others in cyberspace. But cyberspace is vast. For the uninitiated, knowing where to start can be both overwhelming and intimidating. Consider the various components of cyberspace to help choose the best path which suits the aims. Social media platforms, including Twitter, Facebook, Google+ and LinkedIn, are just a few of the cyberspaces in which teachers can
share, discuss and exchange thoughts and ideas about the immense amount of information constantly gleaned when exploring websites and blogs which are augmented by curation tools such as Pinterest, Tumbler and Scoop.it and by a host of audio and video feeds typical of podcasts and YouTube videos. No matter what the starting point though, remember that each of these distinct components constantly interact and overlap with each other, so very quickly participants will become submerged within the vast ocean of networks that float around in cyberspace. The repeated interactions had with others will gradually evolve into a PLN. Although trying to create a structured approach for the new learner who aims to develop a PLN can be a challenge, it is possible. Participation in a highly structured, well thought out online learning program can allow participants to simultaneously learn, explore and discover while interacting with each other in a predetermined social networking platform. As participants engage with the subject matter of the online learning program, they will inevitably wander off on their own, making independent discoveries and new connections. Bringing those new independently gained learnings back to the group provides a basis for sharing and exchanging of information which is part and parcel of a PLN. Gains from a PLN Much can be derived from participation in a PLN: 1 Learn anything: Both formal and informal learning opportunities constantly present themselves when engaging with a PLN. Indulge in workrelated issues or personal interests. Choices are limitless. 2 Learn anytime: The freedom to connect with PLN members on social media opens the door to learning any time of day, week or year. Time restrictions no longer apply. 3 Learn anywhere: The location of where teachers link up with PLN
members is theirs to make. The freedom that comes with deciding whether to link up at home, at work or while on holiday is both liberating and empowering. 4 Learn with anybody: Teachers can engage with academics who have written the books they read, professors who hold positions at leading universities, local or overseas presenters they have heard at conferences or in online forums. Meet, chat and interact with them in the PLN. 5 Self-directed learning: Deciding what, when, where and with whom learning occurs in a PLN also allows teachers to determine how quickly or how slowly learning transpires. While PLNs may be comprised of a wide variety of experienced and inexperienced participants, professors, academics, researchers, principals and teachers, as well as first-year graduates, it is a level playing field in which interaction is on an equal footing. Competition and comparison between participants of a PLN simply does not exist. 6 Formal and informal learning: While formal online learning programs encourage a focus on specific issues, PLNs encourage and inspire a wealth of informal learning opportunities engendered by members sharing links to blogs and websites or tips, thoughts and ideas. 7 Problem solving: The mentoring and guidance offered by participants of a PLN to each other to support the learning of new skills, explore new tools, locate specific information or answer questions is powerful and often overwhelming. Its value is beyond measure. 8 Collaboration: Sharing, discussing and interacting with members of a PLN is a powerful way to develop new ideas that can be tried and tested by a team and be the kernel for the development of great programs, techniques, lessons and curricula. The joy of learning is enhanced when it is shared with others. 9 Friendship: Learning from and
with peers while exchanging thoughts and ideas, solving problems and connecting in meaningful ways is great. The bonds of professional friendship created with like-minded people who are participants of a PLN are cemented by these shared experiences. 10 Lifelong learning: PLNs encourage all participants to nurture that underlying desire within each of them to continually learn. Indeed, learning begets learning. Conclusion Enabling teachers to discover the joy of learning and its inherent power is really what school professional learning programs should be eliciting. To learn for the sake of learning rather than to learn because it is a requirement needs to be the basis of all teacher learning programs. The mentoring that occurs within a PLN is indeed a very powerful way to learn and to share achievements, knowledge and skills gained and developed. Giving and receiving, sharing and exchanging is inspirational, powerful and challenging. Encouraging teachers to become self-starters who are able to take control of their own learning, design its path and learn based on their own interests and needs, can power a burning desire to learn, develop and grow. In turn, the entire educational sector benefits. Read more about PLNs in this Scoop. it! (ow.ly/K3TCj) ETS
Bev Novak has had extensive experience as a classroom teacher, specialist and Head of Library in a variety of school settings where she constantly aims to inspire a love of reading and ignite a joy of learning among students and teachers. Having published widely, Bev also authors two blogs, NovaNews and BevsBookBlog, in which she shares many tips, tools and experiences. Bev actively encourages others to expand, embrace and enjoy their own journey of lifelong learning. You can contact Bev via her blog novanews19.wordpress. com or on Twitter @novanews19
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showcases Gumdrop Bounce Series case for iPad iPads are used everywhere at school – in the classroom, school hall and even outdoors getting muddy in the garden. So protecting it with a drop-proof case can extend the life of your iPad by years, and for a busy school with lots of things on which to spend its money, that kind of protection is important. Ahh, money. Sometimes the budget will only allow for a cheap iPad case but it still needs to be good. Well, good news: they do exist. Gumdrop Bounce Series case for iPad comes from the people who brought the popular Drop Tech case to schools and businesses around the world. The Bounce Series is Gumdrop’s cheaper model case that is made from pure silicon and has air chambers integrated into the case to absorb the inevitable drops and bounces. Like the other Gumdrop cases, the back of the iPad is fully-covered and corners are well protected. The silicone is softer and spongier than the Drop Tech, which when added to the great case texture, makes it easy for kids big and small to hold on to. Contact Powered Life to get your hands on some! 1300 POWER 4 LIFE
Kensington BlackBelt 1st Degree Let’s have a look at the Kensington BlackBelt 1st Degree case. New to the market, this case is slimline yet Kensington says that it meets military grade testing for drops and bumps. It has a slightly textured surface so that it’s not slippery and the back of the device is not fully protected however a raised bezel means that it is not likely to suffer damage from a drop onto a flat surface – so here’s hoping that is where it is dropped! Kensington have higher grade cases too, the 2nd and 3rd degree which are increasingly rugged and feature laden including handles, stands and screen protection. 1st degree gives you a taste for real iPad protection if you are new to rugged cases. Touch base with Powered Life to find out more: 1300 POWER 4 LIFE
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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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showcases SPHERO Sphero is a programmable robotic ball that facilitates your students to learn while having fun! Use Sphero and SPRK lesson plans to engage your students in STEM classes like never before. The MacroLabs and OrbBasic apps introduces students to basic coding and gradually builds them up for harder challenges. Control Sphero from your smartphone or tablet, change colours, complete challenges, learn tricks â&#x20AC;&#x201C; and more! Sphero is waterproof, pet-proof and ready to roll. For general enquiries about the special Education Pack for schools, please contact (03) 9013 7333
Compulocks WalliPad The WalliPad secure charging cabinet is a low profile charging and storage solution which really helps save space in the classroom. It houses up to 8 iPad or tablets (up to 11 inch screen) and comes with an integrated 8 port Industrial USB hub. Designed for convenience you can use your tabletsâ&#x20AC;&#x2122; original existing power cords for quick setup and multi-device use. The low-profile design allows the WalliPad to be wall mounted in almost any setting requiring a minimal amount of space. Complying with medical standards this is a perfect solution for storing iPads and Galaxy tablets at hospitals and clinics. The WalliPad is made of highly durable lightweight materials and is well ventilated to protect all your devices from overheating and allows for continuous WI-FI connectivity. It is compatible with a multitude of tablets including - Galaxy Tab 1, Galaxy Tab 2, Galaxy Tab 3, Galaxy Tab 4, Surface, Surface 2, Surface Pro , Surface Pro 2, Kindle Fire, and many more! Get in touch with Scholastic Australia for pricing and specs 1800 665 774
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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.
EDUCATION TECHNOLOGY SOLUTIONS 91
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Broadband Solutions launches Digital Education Fund for Schools • ISP to provide $18,000 in high tech hardware to each eligible school. • Fund to complement Bandwidth on Demand solution that ensures schools only pay for the data they use. Broadband Solutions, one Australia’s most reliable and fast growing education sector Internet service providers, has established the Broadband Solutions Digital Education Fund, providing up to $18,000 in hardware credits for eligible schools. The move was inspired by the company’s experiences at this year’s EduTech conference, where Broadband Solutions hosted a panel discussion on Connecting Innovation with Education. The fund will help schools improve their network infrastructure and performance by improving their access to Broadband Solutions’ range of Cisco and Dell hardware; cloud storage and backup solutions; or BYOD ready devices. “The digital classroom is placing unprecedented demands on school network infrastructure. Our fund will provide extra value to schools who
want to become capable modern educators,” said Sam Bashiry, Managing Director of Broadband Solutions. “EduTECH revealed that many schools are facing similar challenges in regards to bandwidth and network congestion. The networks provided by various departments are incapable of handling the huge bandwidth requirements of modern devices and education technologies,” continued Mr. Bashiry. The fund sits atop Broadband Solutions’ envied Broadband on Demand technology, through which schools incrementally increase and decrease their bandwidth as their usage changes over time. The technology ensures schools only pay for the data they need while retaining the ability to instantly cater for increased usage. “Our approach to Internet bandwidth management focuses on the school’s temporal needs. Network administrators can modify bandwidth limits, based on usage, to ensure costs
are kept at an absolute minimum and that available bandwidth is always capable of supporting all devices on campus,” said Mr. Bashiry. Over the past 3 years, Broadband Solutions has worked closely with educators to develop tailored network solutions that address the unique challenges of the education sector. Boasting a highly flexible and affordable suite of essential services, including voice and internet connectivity, and cloud storage and software deployment, Broadband Solutions has been able to improve the learning experience of countless students. To find out how Bandwidth on Demand can help your school connect innovation with education visit http://www. broadbandsolutions.com.au/ solutions/education-solutions/ contact Broadband Solutions today by phone 1300 683 000 or email sales@broadbandsolutions. com.au.
Internationally Renowned FlipCon Is Coming To Australia! FlipCon Australia 2015 - a National Conference embracing Flipped Learning for emerging and established flipped educators will be held at Saint Stephen’s College, Upper Coomera, Gold Coast Queensland on Friday 23 and Saturday 24 October with optional Pre-conference Workshops and Boot Camp on Thursday 22 October 2015. Keynotes will be delivered by Flipped Learning Pioneers Aaron Sams and Jon Bergmann. Why not flip the whole school? More and more we are hearing of teachers who are flipping their classrooms. If you can flip a classroom 092 EDUCATION TECHNOLOGY SOLUTIONS
then an obvious question to ask is whether you can flip a whole school and the answer is most definitely yes! Given the sound pedagogical practices that underpin flipped classrooms, flipping a whole school is a very attractive and sound educational proposition. This is where school leaders come in. Attend this inaugural FlipCon conference to review the theory and practice of flipping a classroom then return to your school with a plan for flipping your whole school. Flipping is not a gimmick! It is a pedagogical approach in which direct instruction moves from the traditional classroom space to an individual learning space. This
allows the classroom space to be transformed into a dynamic, interactive learning environment where the teacher guides students as they apply concepts and engage creatively in the subject matter – Flipped Learning Network. Find out more about the program, location, costs and register at ereg.me/FlipConAUS15 or call 1800 760 108. The conference is jointly presented by FlippedClass.com and IWBNet.
Unless otherwise expressly stated, the information appearing in this section represents the opinions of the relevant advertiser and does not represent the views or opinions of Interactive Media Solutions or the other advertisers or contributors to this publication.
Commonwealth Bank $50m investment boosts teachers and schools CEO says “better schools make a better country” Commonwealth Bank partners with Social Ventures Australia on teaching toolkit The Commonwealth Bank is set to improve student education outcomes with the launch of a teacher’s toolkit that offers free, simple and accessible research on different teaching and studying methods. The Australian Teaching and Learning Toolkit supports teachers through a world class online resource that assesses 34 educational approaches, from the value of using technology to the importance of different subjects. It also explores the many aspects of teaching, including the benefits homework has for students, the effect of repeating years and wearing school uniforms. The Toolkit is a result of the Bank’s new partnership with Social Ventures Australia and forms part of the details of its $50 million community investment strategy, first announced earlier this year. Speaking at the CEDA State of the
Nation conference, Commonwealth Bank Chief Executive Ian Narev said: “To take the advantages that we have in Australia, we are going to need to invest in the skills of the future, to make sure our economy adapts successfully to the future. “This Toolkit enables proven educational techniques to be shared right across schools, right across the country. This is where we’ve decided our contribution is going to be in education over the next three years and beyond. Because better schools make a better country,” said Mr Narev. Social Ventures Australia’s CEO Rob Koczkar said: “The Toolkit Initiative will empower school leaders by providing up to date, relevant information about approaches that impact student learning. We believe it will have a game changing influence on education in Australia, giving teachers more resources to provide every child the very best opportunity to reach their full potential.
“The support of CBA has been instrumental in getting this initiative off the ground,” said Mr Koczkar. Research from the OECD has found that the demand for the number of high skilled workers required to maintain Australia’s prosperity will grow faster than the working-age population, making these jobs more difficult to fill. Mr Narev also re-committed to scaling up the Bank’s financial education program Start Smart, which has already changed the way more than one million students learn about finance. The Bank will increase the reach of the program to 500,000 students each year. Commonwealth Bank’s community investment program will also highlight, celebrate and recognise best-practice teaching through its Teaching Awards program. Teachers are encouraged to apply now at www.teachingawards.com.au
EduTECH 2015 Wrap Up Educators, speakers and edtech innovators from all over Australia, New Zealand and the far reaching corners of the World came together last month at the Brisbane Convention & Exhibition Centre in Queensland to share their insight and experiences in fantastic series of conferences, handson master classes and an exhibition. The largest event yet, EduTECH 2015 provided increased value for educator’s by offering targeted and thought provoking conferences all under one roof, including K-12 Ed Leaders, Library Managers, IT Directors and Business Managers as well as Higher Ed Leaders, Tertiary IT Leaders, Workplace Learning and VET Leaders
congress. Harvard Professor Eric Mazur (USA) made delegates rethink approaches to assessments while providing examples through his own practice of allowing students to take open book tests and use computers. Eric Sheninger (USA) on a similar note preached that action starts with the school’s leader removing obstacles and excuses in order for others in the school to innovate. The unrivalled and unstoppable Gary Stager (USA) along with other MakerMovement champions such as Sylvia Martinez and Super Awesome Sylvia (YouTube sensation) help demonstrate the power of maker spaces.
Unless otherwise expressly stated, the information appearing in this section represents the opinions of the relevant advertiser and does not represent the views or opinions of Interactive Media Solutions or the other advertisers or contributors to this publication.
As EduTECH continues to grow in scope and popularity, you can be sure to look forward to an even bigger and better event next year with just as many (if not more!) opportunities to catch the inspiration bug and earn those valuable professional development points while growing your personal learning network of inspired and likeminded peers. If, however, you missed out on EduTECH this year, there is still time to register for the National FutureSchools EXPO 2016 – mark it on your calendar, it’s going to be an absolutely fantastic event. Visit www.futureschools.com.au
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Calling All Primary Kids to Help Reach Target of 10 Million Minutes of Literacy Development Mega Word Building Challenge for Australian Primary Schoolers LiteracyPlanet has officially launched LiteracyPlanet Word Mania 2015 and is calling on primary school children around Australia to exercise their literacy skills and help reach the goal of 10 million minutes of literacy development. LiteracyPlanet Word Mania 2015 is a word building competition involving an online game where players build as many words as possible using 15 letter tiles in three minutes. It is free for all children to play, and the competition is open to children in Years 1 to 6. LiteracyPlanet CEO, Adam McArthur,
said the company was excited to get Australia’s children involved in a collective and fun literacy challenge; “Our goal is to provide a learning experience that’s fun, engaging and effective. We are confident students can reach this collective goal while also improving their individual literacy skills.” LiteracyPlanet Word Mania 2015 is open for practise now and the competition starts in Term 3, on July 27. It is accessible to any child who has a school or home LiteracyPlanet login, through the web version or the LiteracyPlanet Word Mania Apps on tablet and mobile. Every game played contributes
three minutes to the national total. A counter on the website shows how many minutes have been played overall and how much progress has been made towards the national goal. An added incentive is more than $50,000 in prizes for children and their schools. A national final involving the 10 highest scoring players from around Australia will take place in Sydney on September 3, during National Literacy and Numeracy Week 2015. To register for a login to play LiteracyPlanet Word Mania 2015 or for more information parents and teachers can go to: www. literacyplanet.com.au/wordmania
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Unless otherwise expressly stated, the information appearing in this section represents the opinions of the relevant advertiser and does not represent the views or opinions of Interactive Media Solutions or the other advertisers or contributors to this publication.
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As a busy teacher I often struggle to find the time to create meaningful and engaging IWB lessons for my class. Susan Burke Interactive Lesson Designs has not only given me some of my precious time back to focus on other important tasks, but has provided brilliant lessons which have kept my students engaged, happy and entertained! Now that I have access to her amazing interactive lessons I don’t think I can ever go back to my previous way of operating. Thank you so much, Susan! - L.Grech
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