Education Technology Solutions Issue 69 by Interactive Media Solutions

FOR PRINCIPALS | EDUCATORS | NETWORK ADMINISTRATORS

Issue 69

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Education Technology Solutions video newsletter. Subscribe today! EDUCATION TECHNOLOGY SOLUTIONS 007

www.educationtechnologysolutions.com.au

CONTENTS

036

Cover Story

The Game Of Learning – The Role Of Video Games In The Classroom Video games have become one of the key innovative technologies of the modern world. Their evolution potential to serve as a positive social, political and economic force in recent years has been astounding. The use of games to improve learning abilities, as well as the learning process, is well documented in academic literature. Games have always been a natural part of childhood and a key aspect of how children learn and acquire many motor, cognitive and social skills. But what is now being recognised is that game-based technology can have a positive impact on the formal, academic learning process by significantly boosting learning abilities, engagement levels and interest in students. Ron Curry looks at some real-world examples of schools that have introduced gaming to the curriculum to great effect.

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Feature

Educators Need To Do More Than Just Tinker At The Edges In The High School Space Why is it that, in this day and age, when technology so clearly plays such an important role in the lives of students, so many teachers and principals still insist on playing around the edges of integrating technology into the classroom rather than fully committing themselves to full integration? Jane Hunter of the Centre for Educational Research at the University of Western Sydney looks at some of the challenges that need to be addressed if schools are to commit to technology in a meaningful way.

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Inventing The Next Era Of Education Part 2 Based on his decades of experience teaching in and working with schools, coupled with a wide variety of research, trials, hunches, breakthroughs and mistakes, Tom March presents what he believes to be the six essential stages to re-inventing a school’s approach to education – a necessary journey in the 21st century, digital environment.

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EDUCATION TECHNOLOGY SOLUTIONS 09

CONTENTS 026

Interactive Learning

Mal Lee continues his examination of the impact of the ecology on digital technology and student learning.

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Computer Lab

Based on more than 35 years of teaching experience, Marie Cullen looks at what can be achieved when educators and technologists collaborate to create great learning experiences.

034 Taking A Stand On Children’s Health Whether a student is sitting at a desk or a computer, the long-term health and developmental impacts of spending so much time seated can be significant. Peter Parker looks at some of the recent research into the health impact of sitting and what can be done to address the problems.

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Office Space

Former teacher turned education technology consultant Mike Reading draws on his unique experiences observing school environments throughout Australia to highlight the five common ways schools waste money and what can be done about it.

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Next Step

Cameron Lydster and Dr Shelley Kinash explain why it is imperative to evaluate a first-year university student’s academic writing ability.

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Let’s Talk Software

Karen Bonanno looks at the crossover between technology in education and technology in a student’s everyday life and how this convergence can be used to help develop skills that assist students in the workforce.

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Why Coding Matters

Teacher Reid Moule explains why he believes teaching coding is vital in today’s education.

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Teaching Tools

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Letter from the Editor

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5 Minutes with an ICT Leader

How is interactive media changing the way students learn?

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Leading a Digital School

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Cyber Chat

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Your Say

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Calendar of Events

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Tech Stuff

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Buyers Guide 2016

Get Connected

Anthony Speranza looks at the growing popularity of the Chromebook with a view to understanding whether or not this increasingly popular education tool has a long-term place in schools, or if it is just another in a long series of education technology fads.

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Lifelong Learning

Bev Novak looks at the importance of blogging in professional development.

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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 Subeditors Helen Sist, Ged McMahon CONTRIBUTORS Karen Bonanno, Marie Cullen, Ron Curry, Brian Host, Jane Hunter, Shelley Kinash, Miriam Kroker, Mal Lee, Cameron Lydster, Tom March, Reid Moule, Bev Novak, Peter Parker, Mike Reading, John Spencer, Anthony Speranza ADVERTISING Phone: 0435 418 139 Email: spatterson@interactivemediasolutions.com.au Scott Patterson DESIGN AND 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 Supported by

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The use of video games in education is a concept that has received mixed reviews over the years. As recently as only five years ago, the vast majority of educators were convinced that videos games were not only a major impediment to academic achievement (as they distracted students from study and wasted time), but that video games also potentially incited a range of negative side effects. This belief was in part driven by the existing body of research around the proliferation of violent video games, and the impact of such games on attitudes towards violence amongst male adolescents. “The general consensus on violent video games is that, to some extent, they breed violence.” (Milgram, S 1978, Obedience to authority) “Adolescents who were more hostile tended to consume more electronic media, play more violent video games, prefer more violent content, and have fewer parental limits on the content of their video games.” (Gentile, DA et al. 2004 ‘The effects of violent video game habits on adolescent hostility, aggressive behaviors, and school performance’ Journal of adolescence, vol. 27.1, pp.5–22) However, like so many things in life, there is good and bad in everything. For every unnecessarily violent video game, there is an equal number of games that can teach students problem-solving skills, encourage the use of mathematical, planning and science skills, and engage students in ways that traditional teaching has been unable to achieve. According to Shaffer et al. in their 2004 working paper titled Video Games and the Future of Learning, published by the Wisconsin Center for Education Research: “The first step towards understanding how video games can (and, we argue, will) transform education is changing the widely shared perspective that games are ‘mere entertainment’.

More than a multibillion dollar industry, more than a compelling toy for both children and adults, more than a route to computer literacy, video games are important because they let people participate in new worlds. They let players think, talk, and act – they let players inhabit – roles otherwise inaccessible to them.” Furthermore, Leonard Annetta, of George Mason University states in his 2008 paper, Video games in education: Why they should be used and how they are being used (Theory into practice, vol 47.3, pp.229–239.), “The video games in education conversation can be couched in developmental psychology (play), learning theory (constructivist), and 21st century skills.” In light of the growing trend towards the use of gaming as a powerful tool in education, we present this issue’s cover story that looks at some of the Australian experience around games in the classroom and the role such games can play in positively engaging students with a view to enhancing learning outcomes. We hope you enjoy this issue and if you have not already had a chance to see it, be sure to log into our YouTube channel Education Technology Solutions and check out our new video program in which we review great new education products, interview leaders in the field of education technology, and bring you all the latest news around what is happening in technology for education. Subscribe online today – it is free and a great tool for staying informed.

Regards,

JOHN BIGELOW Editor-in-Chief

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Communication – Be An Effective Communicator To The Key Stakeholders | By Brian Host | Children benefit academically when parents and educators work together, as a parent is a child’s first and most important teacher. Within the formal education system, parent involvement is most effective when viewed as a partnership between parents and educators. Parent involvement occurs when parents and educators participate in regular two-way and meaningful communication involving student academic learning and other school activities. Parents are encouraged to be actively involved in their child’s learning at school and are included, as appropriate, in decision-making activities. This may be achieved through regular feedback for schools, students and parents regarding the social and academic progress. As such, school reports are an essential element in the partnership between teachers, schools and parents. As teachers focus on building trusting collaborative relationships among families and community members, they acknowledge and respect the family in addressing any class or cultural difference. This enhances the notion of partnership, where power and responsibility are shared for the education of the child. The education of every child is helped immeasurably when parents take an active interest. By means of professional discussions with parents and teachers, the

elements that parents value most in reporting are interaction with teachers and a mark that gives a fair and accurate assessment of their child’s progress, but this mark needs to be accompanied by an explanation and suggestion for improvement to help improve and deepen student understanding. Written reports are an essential part of reporting, but they do not provide a full picture of a child’s progress at school. As well as informal talks with teachers, reporting should include formal meetings and meetings involving parents, teacher and child. Ideally, through regular contact with the school, parents should know enough about their child’s progress for there to be nothing in a written report that comes as a total surprise. Parent–teacher meetings are crucial to parents’ understanding of how their child is progressing. I have found benefit in conducting multiple meetings throughout the year to allow a constant flow of information on the student’s learning. The first was to allow parents to meet the teacher and talk to them regarding educational goals; the second was based on the midyear report, and the final was to discuss aspects of education that parents could work on during the summer holiday. Informal conferences were conducted with individual parents on a daily basis, either 10 minutes before or after school, many of these I had the

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opportunity to conduct or participate in. Meetings with teachers give parents the chance to raise their concerns about their children, or their misgivings about the school and/or the teacher. Meetings offer a chance to clear the air and to find reassurance. Providing a constant flow of information through emails, the class blog and Twitter accounts has also increased parent buy-in and followup at home. I have found that these tools reduce confusion and potential misunderstandings created in the transfer of essential information from the teacher to the parents via the student. Being fully informed about their child’s education enables parents to better decide the degree to which they want to become involved and the type of action they may want to take. ETS

Brian Host is an Australian-based primary school classroom teacher and learning coach with a specific focus on ICT skills. He is excited to see edcamp rolled out globally and has read widely about the revolution in professional development and what edcamp has achieved in the northern hemisphere. Brian will be facilitating a session on global connections for teachers, students and classes using tools such as blogs, global games, social media and video conferencing. His twitter handle is @hostbrian

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.

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LEADING A DIGITAL SCHOOL

Tomorrow Is Already Here

| By Miriam Kroker |

Few television shows have had the cultural impact of Star Trek, and this is especially evident in the one-liners that have become part of the English language. There are definitely some takeaways from Star Trek that can be reflected upon, both as teachers and leaders in an age of digital reform. Captain Kirk’s opening narration ‘To boldly go where no man has gone before’ had a sense of futuristic nonsense to it. Well, people live in that place now. Wearable technology, handheld computers, electronic navigation, location settings, voice-activated computers, and augmented reality are part of the current landscape. Teachers have a role that is more important than ever before. They are the navigators and guides for students in a world of tomorrow that seems to have arrived early! The catalyst for transformation is how teachers harness and leverage technology to do what they do better. It is about creating a world where students are afforded the opportunities to use real-world tools, to do real-world work. One saying that has been making the rounds is, ‘Pedagogy is the driver,

Technology is a form of magnifying glass. It can make great teaching better and poor teaching worse.

technology is the accelerator’. This instils the importance of pedagogy first, technology second. Technology is a form of magnifying glass. It can make great teaching better and poor teaching worse. One of the biggest challenges in professional development sessions is

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trying to get teachers to put the horse after the cart. Once teachers realise that resistance is futile when it comes to integrating technology into their teaching practice, the next thought is, “What technology will I use?” Wrong question. The right question is, “I need to do XYZ, so how can technology help me achieve XYZ more effectively?” The technical wizardry that featured in the original Star Trek did not exist at that time. So who came up with these ideas? The writers. They saw a need and then invented something to meet it. They had the initial concepts and were able to develop the simulated ideas to solve their problems. Now, teachers are at a luxurious place in the human timeline where almost anything can be located for their classes if they can think of it. Decide on the need first and then find the technology to support it. In the words of Captain Jean-Luc Picard, “Make it so!” That being said, all teachers have been in the place of poor Scotty where they would like to bang their heads against the desk and scream, “I’m givin’ her all she’s got Captain!” ETS

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CYBER CHAT

GOOGLE EXPEDITIONS NEXT LEVEL VIRTUAL REALITY | By Brett Salakas | It wasn’t too long ago that the thought of going on a virtual reality journey was just a pipe dream. It was something that was way off into the future (Marty McFly style tech) and to be honest it was really the sort of thing that only those with a lot of spare money to burn could ever take seriously. It was not something that the education could seriously roll out on a large scale. For me this was highlighted most of all in the original Jurassic Park movie when the banker and the two small children were stuck inside the Jurassic Park car going around the tyrannosaurus rex enclosure. The small boy picked up small special night vision googles and the banker said, “Are they heavy?” To which the boy replied, “Yes.” The banker then retorted, “Well if they are heavy, then they’re expensive so PUT THEM BACK!” How far have we come? Now, by using Google cardboard we are literally able to slot in a mobile device and have a virtual experience that

has been very rarely used by so many. The potential for this is incredible. What this now means for education is the teachers can virtually take their students anywhere around the world. A number of museums have already partnered with this wonderful initiative. You can now take your class to the American Museum of Natural History, the Smithsonian or even the National Museum of Korea. There is the ‘potential’ to take your ancient history class on a tour of the Colosseum, there is the ‘potential’ to take your science class up the side of a volcano, there is the ‘potential’ in early years to take your children to the sorts of places that can inspire imaginative writing that would have been unthinkable not very long ago. Google, with its new feature called ‘Google Expeditions’ that was originally announced at its Developer Conference’ has expanded these ideas. They have turned the potential for cardboard into a real possibility

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for teachers all over the world! Truly amazing work! The exciting thing is that this is just the beginning. One can only assume that the range of possible virtual excursions / field trips will only grow from here. I can’t wait to test out Google Expeditions with my class. ETS

Brett Salakas is the founder of Australia’s leading education technology blog #aussieED. He is also a committed primary teacher - 1:1 Educator, Google Certified Teacher, Speaker and is committed to turning Ed Theory into real classroom practice.

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YOUR SAY What If We Turned Professional Development Into a Maker Space? | By John T Spencer |

I first created a video reflection on why professional development should be a maker space. Then, I decided to reflect a little further on this subject. Sometimes I hear people say things like, “I do not learn from sit and get professional development” or “I do not see the point in being at a keynote and just watching someone talk”. Often, this turns into a discussion of what professional development ‘should’ be, with bold statements about what works and what does not work. For what it is worth, I see a place for every type of professional development. Keynotes can be powerful and lead to deep paradigm shifts. They can inspire a crowd and motivate them to try something new. The coaching model is an effective, relational way to get teachers reflecting, thinking and modelling a particular practice. EdCamps and un-conferences empower teachers to express their voice democratically. Lab schools allow teachers to connect professional development, action research and pedagogy into a real setting. However, I have been thinking about another model that we might want to add to our approach of differentiated professional development. In this model, teachers learn by making something. I am not referring to an hour of Makey Makey or a Maker Space session with Arduino. I am thinking more about longterm projects that work through the entire design thinking cycle.

I had a chance to be a part of this type of professional development. Teachers spent a full week in single strands where they learned about a concept by making something connected to it. It was Camp Plug and Play, a week-long professional learning opportunity run by the Arizona K12 Center. I enjoyed sitting down during lunch and listening to the buzz about what creative things the teachers were making in their strands. It was really cool to watch teachers getting excited about the creative process and how they would use it in their individual classrooms. Four Reasons to Create MakerOriented Professional Development It has me thinking about what it would mean for school leaders to embrace a maker mindset with their staff. What if teachers designed things? What if they created something real and tangible? What if they went through the design thinking cycle? Here are some of the benefits of using a maker model: 1. It gives teachers the permission to be creative. I think many teachers are already creative outside of school. However, in the midst of a high-stakes environment, they often need permission to have students embrace creativity. By modelling this in professional development, you give the permission for schools to be creative. 2. Teachers grow in empathy toward students. They understand the elation and frustration of making something.

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They see what it looks like to struggle. They understand the fear of screwing up. 3. Teachers grow in their self-efficacy. Many teachers want to be more creative and they want to design more creative spaces within their schools. When they get a chance to make something, they realise that this is actually possible. The act of creating something helps teachers see what a project-based design project looks like in action. 4. Creativity ultimately helps develop teacher leaders. When teachers define themselves as makers, they ultimately fight for the creative spaces that students deserve. I believe that every teacher is creative, but that there are many different types of creative teachers. When schools design professional development around the concepts of creativity and design, teachers tap into their natural creativity and, ultimately, design creative spaces for students. ETS

John T Spencer spent 11 years as a middle school teacher in the US before recently beginning his journey as a Professor of Instructional Technology in Oregon. He is also a keynote speaker, author, podcast host, and educational technology developer. You can read more of his ideas on his blog site: www.spencerideas.org

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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 two-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 registration costs, making this an accessible investment in your learning.

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• 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.

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EVENTS CALENDAR

EduTECH 2016

Leading a Digital School Conference 2016

30–31 May 2016 Brisbane Convention Centre, Brisbane

EduTECH is Australasia’s largest annual education technology conference and exhibition. In 2016, EduTECH will host eight conferences, eight masterclasses, 8,000+ attendees, an official event dinner for 800 guests, 250+ exhibitors and free seminars for exhibition visitors. EduTECH is the only event that brings together the entire education and training sector (primary, secondary, tertiary and workplace learning) plus libraries, government, suppliers and world-renowned speakers all under one roof. As a delegate, you can choose from one of eight conferences designed for your role, ensuring you get the most out of your professional development investment. Furthermore, EduTECH works with industry to subsidise registration costs to make the conference an affordable and accessible investment in your learning.

25–27 August 2016 Crown Conference Centre, Melbourne

• Access the very best speakers from Australia and around the world. • Share ideas, successes and challenges. • Discuss, debate and take away implementable outcomes. • This is a second-to-none networking opportunity.  • Tailor-make your own experience and choose from eight large congresses, with multiple streams, plus focused breakout sessions, masterclasses and interactive exhibition seminars and displays (not to mention hours of networking functions). • See what is on offer and save time by meeting with suppliers in one place, at one time. Visit www.edutech.net.au for more information.

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The 2016 Leading a Digital School Conference features three big days, three mega themes, tightly focused PD for K-12 school leaders, leadership teams and teachers and a powerful networking program including: • rethink schooling (day 1 theme) • shift to deeper learning (day 2 theme) • develop students who create (day 3 theme). Reflect with colleagues on how digital technology can be leveraged to advance these three critical issues in schooling. Get excited and be inspired as you explore how digital technology provides us with a golden opportunity to rethink schooling; shift to deeper learning, and develop students who create! We look forward to seeing you in Melbourne in August – a great place to be. Register: ereg.me/digital16 Email: team@iwb.net.au Phone: 1800 760 108

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Digital Technology And Student Learning:

The Impact Of The Ecology Part 2

| By Mal Lee | Part one of this article in the previous issue of Education Technology Solutions Magazine introduced readers to the notion that there is no significant linear connection between the use of digital technologies and enhanced student attainment. The author’s study of the impact of digital technology on pathfinder schools that had normalised the use of digital indicated that it was the digital operational base and the associated digital convergence that enabled those schools to create an ecology that addresses the key variables known to enhance student learning. Part two of this article discusses the potential for those schools and student learning when they operated under a digital ecology. Harnessing the Potential The same ever-evolving ecology of the pathfinder schools also provided an insight into the very considerable, largely untapped potential that exists for all schools operating on a digital base to markedly enhance their student learning. Home–school–community collaboration One of the more significant underdeveloped resources available to all digital schools is the expertise and resources of its homes and the opportunity for schools to harness that capability (Lee and Finger, 2010). One of the major developments in the pathfinder schools, made possible in many respects by the all-pervasive, inexpensive digital technology, has been the concerted effort to extend the school’s educational remit and for the schools to capitalise upon the educational and technological capability outside the school walls. One sees in all the schools a burgeoning and authentic home–school–community collaboration. As indicated in Collaboration in learning (Lee and Ward, 2013), it appears that when – and only when – schools move to a digital operational base they are willing to genuinely collaborate with their homes in the teaching of students and to distribute the control of teaching and learning. Look at the schools that have normalised the whole-school use of digital technology and readers will see a marrying of at-home teaching with that of the school. The current home–school educational and digital divide is being replaced by genuine collaboration in teaching. The existing home–school collaboration identified by the likes of Hattie (2009), while significant, is actually very low level and restricted, of the type found in any good school. The level and extent of the collaboration found in the pathfinder schools represents a quantum leap that, logically, should in turn markedly enhance student learning.

24/7/365 Networked teaching Another development with the facility to markedly enhance both the quality and relevance of student learning is the move by the pathfinder schools towards a 24/7/365 mode of teaching and schooling, with the school collaborating closely with all teachers of young people, often from birth onwards, in the holistic teaching of children (Lee and Ward, 2013). While the school continues with its intensive teaching of the curriculum, it also recognises that in many areas of teaching, particularly in the intrapersonal and interpersonal arenas, the collaborative 24/7/365 teaching of the key attributes in context by the home can markedly enhance student learning. This represents a fundamental change in the nature of schooling and flows from the reality that in a digital and networked school ecology, learning and teaching can occur anytime, anywhere, and is not restricted to a physical place called school. Current schooling is highly insular in nature, occurring within the school walls for X hours a week and for Y days of the year. That teaching and learning occupies less than 20 percent of students’ learning time each year. The remaining 80 percent of learning and teaching is handled by default by parents and students, with virtually no support or recognition from schools (Lee and Finger, 2010). The pathfinder schools are taking advantage of technology to dismantle the school walls and work more closely with their homes and community in making astute educational use of the largely undeveloped 80 percent. In so doing, they are building on the student’s self and peer teaching, individualising teaching and capitalising on the facility to teach many attributes ‘in context’. Logic, and indeed existing research, would suggest that extending ‘teaching’ and learning beyond the current 20 percent by an extra 10–30 percent can only enhance student learning. This is, in essence, what happens now in the educated homes. Technology not only makes that enhancement much easier but, as Ito and his colleagues argue in Connected Learning (2013), it is imperative that schools broaden their remit. Individualised Digital technology, students’ choice of their own suite of digital instructional technologies, collaboration with each student’s family, and working with those families assist all schools to individualise student learning. Educators for generations have recognised the potential educational benefits of a more individualised, more differentiated mode of teaching, but have been markedly hindered by the EDUCATION TECHNOLOGY SOLUTIONS 027

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technological limitations of paper. The all-pervasive use of sophisticated digital technology removes most of the old limitations. Relevance and attraction for ‘all’ Those developments, the facility to learn 24/7/365 in context, to use one’s own suite of digital technologies anytime and indeed to take greater control of one’s own teaching, should also enable schools to broaden their attraction and relevance to a greater proportion of the student cohort. It is appreciated that equity is and will always be an issue, but it is noted that all the pathfinder schools ensured every child at least had apposite kit for 24/7/365 usage. The reality is that the present mode of schooling actively engages only around one-third of the student cohort. It has been a concern of educators for decades. The insight provided by Eckert’s 1989 study on Jocks and Burnouts is echoed in the 2007 Illinois study on digital schooling that observed, “Kids lead high-tech lives outside school and decidedly lowtech lives inside school. This new ‘digital divide’ is making the activities inside school appear to have less real-world relevance to kids. A blend of intellectual discipline with real-world context can make learning more relevant, and online technology can bridge the gap between the two” (Illinois Institute of Design, 2007). Make schooling more relevant and attractive to even 10–20 percent more of the cohort and the implications are considerable. Synergy One of the fascinating developments in the pathfinder schools, again facilitated by technology and the convergence and efficiencies it engenders, is the greater synergies occurring, where the impact is greater than the sum of the parts. How one measures that impact is the challenge, but what is already clear is that the one development or the one new facility can be used for multiple and often unintended purposes in integrated school ecologies.

Higher order teaching Schools that have normalised the use of digital, where all students are using their own suite of digital technologies, have recognised the students’ competence with that kit, and have therefore ceased teaching them the lower level mechanics and now focus on applying the students’ functionality in higher order teaching.

The current home–school educational and digital divide is being replaced by genuine collaboration in teaching. Those schools now place the onus on each student from around age 10 not only to choose the desired technology and apps, but also to know how to use their chosen technology. Teachers are therefore able to set higher order tasks and bid the students use the preferred digital functionality in addressing the task. The development is particularly apparent in collaborative, project-based exercises. While still early days and in need of research, it is an historic shift in the use of instructional technology, with very considerable potential to further enhance student learning. The unintended In an ever-evolving, tightly integrated digitally based school ecology that experiences considerable natural growth, there is, as has been found in industry, the facility for major unintended benefits to emerge. It is the reality of a digital operational base. Organisations cannot control every variable and instead need the capability to optimise the development in the desired manner. The organisation, be it a business or a school, has to be ready to both identify and shape those opportunities (Thorp, 1998). Challenge All of the potential learning enhancement opportunities pose challenges for both

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schools and those researching the impact of those developments. Gone in these schools are the days of constancy, continuity and loosely coupled silo-like organisational structures. These are rapidly evolving and at times seemingly chaotic and messy organisations, where all the operations are evermore tightly integrated and interrelated and where it will be challenging to identify which threads, or combination of threads, are most impacting on each student’s learning. The development, in particular, obliges educational researchers to not only change their focus, but to begin identifying those indicators that reflect the change in learning occurring in digital ecologies. Conclusion What is now apparent is that the successful student learning in the pathfinder schools emanates primarily from tightly integrated, digitally based, strongly educationally focused, ever-evolving school ecologies that simultaneously address all the factors that the schools’ believe enhance educational attainment. Those schools have changed their focus. While it is appreciated that technology companies might not relinquish their sales pitch, it is imperative that educators, educational researchers, government, and the media change their focus. Enhanced student learning lies in the digitally based school ecology and the relationships therein and not in the digital technology per se. Educators should consign the idea of there being a simple linear connection between the technology and student learning to history.

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: admin@interactivemediasolutions.com.au

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Educators And Technologists Can Together Create Great Learning Experiences | By Marie Cullen | Teachers play a major part in facilitating children’s learning, yet learning is driven by a natural human capacity to create, explore and expand. Learning is an ongoing process of the human being, leading to development, skills, knowledge and understanding. Ultimately, it is what learning can facilitate for the individual and, in turn, provide for society that makes the significance of learning of supreme value. In today’s society, because education is highly valued, it has become commoditydriven; industries have sprung up around its delivery and parents consciously plan the best educational experiences for their children. Technology has provided fascinating and exciting opportunities to reinforce and accelerate learning. Mobile mediums, such as iPads and iPhones, provide the perfect tool to deliver such outcomes. Being the most child-friendly technology, the iPad and iPhone have revolutionised user-experience and engagement, leapfrogging existing online and landline communications technologies. Dr Joanne Orlando of the University of Western Sydney, in her article entitled Modern Technology Needs to be more than Child’s Play, acknowledges that technology is a significant feature of contemporary life. Life, in its many facets, moves in the direction of things that are current and builds on the knowledge of what has gone

before. The latest technology is expected in all fields, whether banking, movies, communications, shopping and so forth. Therefore, as technology becomes more and more integrated into everyday life, so too will it be more integrated into school life and educational programs. Some schools have already implemented ICT programs into subject delivery and student-enhanced learning. This varies along a spectrum of high-level technology integration to simple tool substitution. The promotion of the iPad as an educational device for delivering content has had variable response. Perhaps the main reason for the lack of standardised take-up is the lack of availability of quality educational applications. Currently, there are tens of thousands of apps classified as educational in the App Store, yet most are unsuitable, noneducational or limited in their benefits. According to Dr Kate Highfield, lecturer and researcher at Macquarie University’s Institute of Early Childhood, around 85 percent have a design that encourages only very basic low-level thinking skills. These instructive, drill and practice apps do not promote higher order thinking, which has much broader educational benefit. According to Dr Highfield, app engagement influences the connections that form between nerve cells in a child’s brain. This is a point of valuable learning and

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opportunity for an educational experience. Low-level interaction apps therefore create limits to what should be a time for learning. Quality educational apps should allow for evaluating, synthesising, reasoning, communicating, creativity, and thinking reflectively. They need to be based on sound pedagogical content and knowledge, and provide for engagement, extension and enrichment. They should build from the point of a child’s current educational position and be focused on a process that drives development. There are many criteria to use when evaluating the selection of apps, ranging from pedagogical and curriculum connections through to levels of usability. The Evaluation Rubric for Mobile Applications, created by Harry Walker of Johns Hopkins University, and revised and validated in 2012, clearly provides a performance checklist for rating apps. Such criteria allow for teacher and learner performance priorities in the areas of curriculum connection, authenticity, feedback, differentiation, user friendliness, motivation, and student performance. Each domain is then ranked for its performance, from outstanding alignment to meeting criteria down to low-level components and outcomes. The levels of Bloom’s Taxonomy, which may be used to rank any learning resource, addresses the cognitive opportunities that a resource provides, such as remembering, understanding, applying, analysing, evaluating and creating. The Department of Education, Western Australia, has added to the Evaluation Rubric by incorporating the Substitution Augmentation Modification Redefinition (SAMR) model for enhancing technology integration. The levels of technology integration range from substitution (with no functional change), to augmentation (with some improvements), to modification (with significant task redesign), to redefinition (with the creation of new, previously inconceivable, tasks). Together, these criteria provide ample assessment tools for writing quality applications for teaching and learning. Traditional education has been based on student groupings by age and/or ability,

It is only through the union of educational professionals and technology experts that the best educational technology solutions can be created. being taught by a single, unified curriculum and a direct instructional approach, using textbooks and lectures, with students learning through listening and observation, knowledge, drill and division of subject areas. Progressively, the emphasis moved to hands-on learning, interdisciplinary subjects, critical and creative thinking and application, collaborative and differentiated learning, and standardised assessment. Such changes have brought, and continue to bring, demand for resources to align with these shifts. At the same time, technology has developed in leaps and bounds. It is teachers plus technology that will provide the best educational solutions. Currently, schools and parents drive demand for quality apps. However, most providers of these teaching and learning materials are from ICT backgrounds and are less motivated by education than they are by sales. Nevertheless, it has been the IT industry that has created many exciting possibilities through the use of these applications. The IT industry has developed functionality for apps that opens the door for a range of features and functions that can drive traditional teaching and learning methods into new adaptations. The current challenge is how to create resources that build on traditional methods and incorporate new and best practices, with learning as its outcome. It is only through the union of educational professionals and technology experts that the best educational technology solutions can be created. The best educational applications offer features and functions that assist in creating a learning environment. Such features link the learner and the learning. The multisensory capabilities of mobile apps include functions such as drag, drop, slide, tap, pop-up, drop-down, dual scroll, split screen,

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animation, audio, programmable answers and corrections, highlighting, typing, screenshots, saving of information, writing, tracing, video, storage, 3D, audio recording, photos, information sharing, and more. The management of apps employs functions that support a superior user experience, when planned successfully. Such functions include main menu access, back and forward navigation, repeat/play/ turn off audio, recognisable icons, reporting and tracking of scores and results, and rewards systems. When considering the ageappropriateness and suitability of applications, a greater emphasis on audio, illustrations, touch and rewards, provides best correspondence for children from Pre-K to year 3. For years 4 to 6, a greater emphasis on text, content, instructions (both audio and written), tracking of performance, as well as personal achievement and attainment, need to apply. A recent study by NYU Steinhardt found that an iPad app that engages children in a systematic program integrating wordsounds and storybook reading produced measureable growth in phonological awareness and understanding. The connections that developed between speech and printed letters for the group using the app, compared with the group using an art and activity app, produced significant differences in the level of printconcept knowledge. With a host of features and functions available, educational tools can be created, if not recreated, by combining best practices and best content to provide the best learning outcome. ETS Marie Cullen is a teacher with 35 years’ experience, a love of teaching children and a commitment to developing the potential in every child. Marie is the author of educational content for LessonBuzz, an English literacy program, designed specifically for the iPad, for school children 4–13 years old. LessonBuzz is an example of an educator working closely with technologists, being app developers, system designers, audio and film engineers and illustrators, to create an engaging and developmental education app.

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Taking A Stand On Children’s Health One Desk At A Time

| By Peter Parker | How do you see the health of your students? Do you feel they are moving as much as they should be in their normal school day? Are there strategies in place for your school to take a lead on children’s health? Do you want to be part of a very significant shift to help your students physically and mentally, while possibly also improving their performance at school? Installing standing desks could be the answer. Some startling facts: • Children are sitting for up to 80 percent of their day. • The sitting epidemic has been compared to the negative health implications of smoking and is said to be worse. Sitting for as little as two hours continuously increases the risk for: • heart disease • diabetes • back and neck pain • repetitive stress injuries • pelvic floor dysfunction • hip and knee disorders. 034 EDUCATION TECHNOLOGY SOLUTIONS

There is no doubt that standing desks are an ‘on trend’ topic in today’s world. Every week, there is media attention citing the increase in activity in standing desks for the corporate arena; but why is that focus and community awareness for standing desks not being extended to schools and students? Put simply, standing desks in schools may be the most simple, effective and easily compliant measure to improve children’s health. The proportion of time children spend sitting with very poor postures on any screen device has exploded. While the time spent on technology is a contentious one, parents and teachers can change the position in which they do it. Research conducted over the past five years (http://www. upstandingkids.org/#!research-and-articles/cpvw) very clearly explains the negative impact of sitting, with the cardiovascular, intestinal, musculoskeletal and respiratory systems all negatively affected. To help students burn 25–35 percent more calories in their days, which is especially important for those who are overweight or obese, get them standing. Anecdotally, teachers in trials report improved focus, concentration and cognitive benefit

by using standing desks. A movement-rich environment could well be the key. Many children, especially boys, need to fidget. Standing desks allow that extra layer of energy expenditure and nervous system activity via ‘fidget bars’, which allow students to shift within their work station. This then allows their focus to be on learning, as they have expended ancillary activity by being able to move and fidget. In special needs and autistic children who are able bodied, this is even more clearly defined, with the facilitation of movement at a standing desk potentially allowing better concentration. The ideal scenario is for a child to start kinder or school on a standing desk. That way, they will never know any differently and their perception of what is normal or best fit lays in the fact that this is all they know. Putting these children back into a chair would be stifling and just not feel appropriate. Physically, these children will retain their primal movements, such as the ability to do a passive squat, and will keep the front of their hip joints soft and open, and core muscle groups activated and soft. When a person sits, their breathing is shallow and confined more to the upper lungs. The diaphragm, the huge muscle that sits between the lungs and intestines, is compressed. This powerhouse region is so important and needs to move with softness and full amplitude to better oxygenate the body. Getting students to stand improves their breathing and better nourishes every system in the body, let alone the brain – the one organ teachers want firing and working at its best when in the classroom. The incidence of conditions like OsgoodSchlatter disease (inflammation of the bone, cartilage and/or tendon at the top of the tibia at the point of the patellar ligament attachment) and Sever’s disease (inflammation of the growth plate in the heel) has never been higher and is due to tightness through the front of the hips, which causes children to overarch their lower back and load the front of the knees and backs of the ankles. Maintaining the ability to squat, lunge, twist, pull and push without the epidemic of sitting is paramount in all of this discussion.

If a group of 10-year-olds is asked to squat, likely over half will not be able to do it, will fall over or look completely awkward in doing something that should be so natural. Why does that happen when in other cultures it remains a natural, easy movement? The follow-on consequences of losing such a pivotal movement are massive and a topic that can be discussed and debated long and hard. UpStanding Kids, a not-for-profit organisation, aims to help educate parents, schools and councils on the physical and mental health benefits associated with standing desks and to place adjustable standing desks in schools across Australia and beyond. How progressive and forward-thinking is your school? Help your students be the best they can be by breaking away from convention and what has always been done.

Put simply, standing desks in schools may be the most simple, effective and easily compliant measure to improve children’s health.

Peter Parker is a registered osteopath with over 20 years’ experience. He is the founder and a director of UpStanding Kids and is passionate about helping children maintain and improve their health. For more information on how UpStanding Kids can help your students, visit: www.upstandingkids.org

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The Game Of Learning The Role Of Video Games In The Classroom

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coverstory

The DA16 report shows that not only are games almost universal in Australian family households, but the technology has transcended the traditional games areas and has been identified for its capability to serve other purposes in addition to

| By Ron Curry | Video games have become one of the key innovative technologies of the modern world. Their evolution potential to serve as a positive social, political and economic force in recent years has been astounding. It is undeniable that, nowadays, playing video games is a mainstream activity. The recently launched Digital Australia Report 2016 (DA16) is an empirical study about video games that examines the evolution of interactive entertainment in Australia, focusing on demographics, behaviours and attitudes, as well as emerging trends around video and digital games. The report revealed that two thirds (68 percent) of Australians play video games, and more than three quarters (78 percent) of the game-playing population is aged 18 years or older. Video games are best known as a leisure activity. They are, after all, games. But the technology and the techniques underpinning video games are permeating more and more aspects of society â&#x20AC;&#x201C; including education and training.

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But what is now being recognised is that gamebased technology can have a positive impact on the formal, academic learning process, by significantly boosting learning abilities, engagement levels, and interest in students. entertainment. Researchers, educators, businesses and journalists are increasingly discussing the importance of serious game-based technologies in many fields, including education and workplace learning. As revealed by the report, more than one third (35 percent) of parents say their children have used games as part of the school curriculum, and one quarter (24 percent) have used video games at work for training purposes. The use of games to improve learning abilities as well as the learning process is well documented in academic literature. Games have always been a natural part of childhood and a key aspect of how children learn and acquire many motor, cognitive and social skills. But what is now being recognised is that gamebased technology can have a positive impact on the formal, academic learning process, by significantly boosting learning abilities, engagement levels, and interest in students.

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coverstory One primary school of 150 students, located 70km north of Melbourne, has had a lot of success with the use of games in the classroom since implementing a games-based learning program in 2009. The primary school teacher, Lynette Camm, has been one of the main driving forces behind the program. Lynette’s students were once discussing how the technologies they were using at home were so different to the ones they were allowed to use at school. One particular student mentioned that it was a lot more fun being at home than being at school, because at home he got to play a lot more. It was the light bulb moment that got Lynette thinking about all the learning that occurs through play, and how she could bring that sort of learning into the classroom environment to motivate students using the technology. The school has since successfully introduced a number of learning games into its classrooms: • Super Scribblenauts is a literacy game which introduces adjectives and nouns with the game. The more adjectives the player uses, and the more unusual they are, the more points he or she gets. This helps students gain a much better understanding of the proper use of words. • Lure of the Labyrinth is an adventuretype game with pre-algebra maths embedded within it. It is a puzzle where users are applying knowledge from a skill particular to the individual. • Cafeteria is a game that contains problems with factors and multiples. • Buzz is a series of music quizzes that teaches children to cooperate and encourage each other and support each other. • Sorcerer is an online text adventure game based on the old 1980s version, with no images. It is text only, but uses descriptive writing really effectively, helping students’ creative writing.

One of the many advantages of using game-based technologies in the classroom is that they can be adapted to the individual pace of the student, and provide immediate and continuous feedback. There are many other games available that involve area and perimeter, ratios, fractions, and positive and negative integers. Students are sometimes required to use graphic organisers to visualise their thinking while solving the puzzles. It has been proven numerous times that game-based learning is leading to significant improvements in numeracy, literacy, teamwork, collaboration and communication in the classroom. What do parents think about their children ‘playing’ video games at school? Based on Lynette’s experience, parents are generally really supportive seeing how their kids look forward to going to school and the obvious improvements in their learning abilities. Middle Harbour Public School in Sydney also successfully uses games in the classroom. Teacher Amanda Hobbs acknowledges the fact that the videogame format has many advantages over the old-fashioned school lecture by breaking down complex tasks and guiding students through a series of small steps. One of the many advantages of using game-based technologies in the classroom is that they can be adapted to the individual pace of the student, and provide immediate and continuous feedback. As most game-based tasks often require students to formulate hypotheses and experiment, they also help improve their thinking skills. The games technology also provides a healthy and fun platform where students can challenge each other in real-time games of speed and skill, boosting camaraderie and engagement levels in the classroom and between peers.

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Students love any type of game-based learning because of the interactive and fun elements, and also because of the reward aspect that comes along with many games. Amanda’s experience with Mathletics, for example, is that it allows students to engage in maths in an interactive and engaging way, and consolidate knowledge learnt in class activities. It also provides instant feedback to students upon completion of tasks, which then significantly increases success and confidence. Digital and video games are so present in children’s lives that it is important for teachers to speak their language in the classroom. Education has always been a mirror of society – as the world changes, so do the techniques and technologies that teachers use to educate children. In the digital millennium, where video games are a part of modern existence, it is only natural that the technology is adapted to the learning process. Perhaps the most surprising thing of all is that it is not more widespread across the country, but this is rapidly changing.

Ron Curry has played an instrumental role in tackling the emerging issues surrounding interactive entertainment and learning in Australia since 2008, demonstrating the positive influence of computer and video games in the broader community, particularly within the education and health sector. He is a member of the Australian Government’s Consultative Working Group on Cyber Safety and CEO of the Interactive Games and Entertainment Association.

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Educators Need To Do More Than Just Tinker At The Edges In The High School Space | By Dr Jane Hunter | I want to begin this article with reference to the latest findings of the 6th annual NMC Horizon K–12 Edition that was released recently. I have referred to this report each year in my own work and the latest edition, announced in a special session at the annual ISTE Conference in Philadelphia, provides some timely reminders. The 2015 NMC Horizon Report K–12 Edition describes emerging technologies that are likely to have the most impact on teaching and learning. Key themes in the annual round-up by the New Media Consortium (NMC) and the Consortium for School Networking (CoSN) involve students moving from passive recipients of information to active participants and collaborators who need new types of support and opportunities. It describes six key trends in K–12:

1. re-thinking how schools work; for example, it notes that the overly structured nature of the school is hampering learning 2. shifting to deeper learning approaches; for example, students working on local and pressing global problems 3. increasing the use of collaborative learning approaches 4. shifting students from consumers to creators; for example, citing cases of students creating stop-motion animations to help other students understand abstract concepts 5. increasing the use of blended learning 6. the rise of science, technology, engineering, arts and mathematics (STEAM) learning. The full report details what it deems are significant but ‘solvable’ challenges,

including creating authentic learning opportunities, integrating technology into teacher education, personalising learning, scaling teaching innovation, teaching complex thinking, and rethinking the role of teachers. There are a number of challenges identified from time to adoption and the report cites BYOD (bring your own device) and Makerspaces, 3D printing, adaptive learning technologies, wearable technology and digital badges as key contests. It also estimates that the blended learning designs currently on the rise in schools will reach their maximum impact in the next one to two years. Furthermore, there are three metadimensions that impact schools: policy, leadership and practice. In my experience, and based on research conducted over the past decade or

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feature more, it is action to seriously adopt “deeper learning that includes models such as project- and challenge-based learning, which connects curriculum to life outside the classroom”. This learning approach must become mainstream. Leadership in schools needs to focus on “innovative learning approaches that may require removing limitations of traditional bell schedules and assessments while encouraging the creative application of technology”. In the report, Finland is cited as the country that is “emerging as a leader in rethinking how the school day is structured”. Both dimensions of policy and leadership

For some time now, many primary schools in NSW generally have been doing a terrific job of ‘stepping up’ and using technology to enhance student learning – teachers collect data on what works and they review their practices. There has been a real shift in the minds and practices of many primary school teachers, especially in the past two years. They are using technology where pedagogy is the focus and various devices and apps enable more interesting, engaging and creative classroom learning. Students in these classrooms are achieving excellent results and positive outcomes from more

because of the big test – the Higher School Certificate (HSC – final year of secondary schooling in NSW). This test is a significant impediment to accelerating the uptake of technology-enhanced learning in high schools across most key learning areas. As Professor Eric Mazur has so convincingly researched and then argued at EduTECH a few weeks ago, “Assessment: the silent killer of learning”. Assessment is killing what technologyenhanced learning could look like for high school students, especially in the senior years. This is where good, savvy education policy must come in – the kind

Key themes... involve students moving from passive recipients of information to active participants and collaborators who need new types of support and opportunities. impact teaching and learning practices. As I thumbed through the 2015 NMC Horizon Report K–12 Edition I kept nodding; so much of what I read is reflected in findings of the High Possibility Classrooms research (Hunter, 2013). However, I also feel a sense of disquiet since finishing this latest account of where the education sector is at in the ‘tech space’ in 2015. It is only one report, but it is often a point of reference for education jurisdictions, both nationally and internationally. Over the past six weeks, I have spent significant time in high schools doing research and technology-enhanced learning projects with teachers and students. What high school students are saying is important, and they concur with the findings in the latest NMC Horizon Report. I conducted focus groups that included 164 students in years 7–10 in four diverse high school locations in NSW. Students talked about what they like about using technology in their learning in classrooms and how it does/does not enhance their learning – including their favourite lesson/s. Data from this work is research ‘of the particular’, but it is rich and revealing.

technology-rich teaching, as reflected in standardised tests and school-based assessments. Teachers must stop talking at their students in 2015 – for every lesson and for the whole lesson (there is too much of this happening). Students told me repeatedly that they “do not like it”. There is nothing wrong with explicit teaching of concepts from time to time, but when a teacher stands at the front of the room and talks at their class for 40–50 minutes, it is not okay. High school students love opportunities to do projects focused on real issues and problems. They want their work to count, but everything starts to shift in late year 9 and into early year 10 in their minds

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that is being advocated in the 2015 NMC Horizon Report K–12 Edition. There are plans underway in NSW by the Board of Studies, Teaching and Educational Standards NSW (BOSTES) for online HSC versions, but until that happens, the preference for note taking and writing with pens and paper, and stand and deliver from teachers, will remain in the later stages of schooling. Students in many of the focus groups reflected this view, “We are worried we will not be able to write fast enough in our final exams, so we have to get ready for that.” One group of year 10 students reported how much they liked science because their teacher used Kahoo. A

The full report details what it deems are significant but ‘solvable’ challenges, including creating authentic learning opportunities, integrating technology into teacher education, personalising learning, scaling teaching innovation, teaching complex thinking, and re-thinking the role of teachers.

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feature science teacher in another school used Verso. These are both new apps that are highly interactive and motivate content learning (Ying Shao Hsu, 2015). Other students in year 7, for example, liked opportunities to do meaningful weeklong projects. In terms of BYOD, many students in this sample reported that they are only using their devices for 30 percent of the school day. Many students do not bring them to school and some reported that teachers actively ask them to put mobile devices away and write with pens. Students recognise mobile devices are distracting to their learning at times and they all reported using the ‘alt screen tab’ to quickly hide off-task activity. But, they want teachers to notice this and help them limit this kind of behaviour – they also want teachers to assist them to be better information searchers. “We do not know how to search well,” said many of the students across all year groups. And, when teachers do set research tasks using technology devices, the links provided must take students to sites where they will find relevant and useful information. This is just a taste from recent research and projects in high schools

Assessment is killing what technology-enhanced learning could look like for high school students, especially in the senior years. on technology-enhanced learning. It is complex. However, in view of the NMC Horizon Report K–12 Edition just released, it is worth sharing. The Handbook of Research on Teacher Education in the Digital Age has terrific ideas from recent research to support technologyenhanced learning in schools and universities, and is a great starting point for pre-service and service teachers. No matter what, education leaders and teachers have to do more than just tinker at the edges in technology integration in high schools. Pre-service teacher education must do more in universities in preparing the next generation of secondary teachers, and all teachers in all school contexts must step up – they owe it to their students. ETS

Dr Jane Hunter is an early career researcher in the Centre for Educational Research at the University of Western Sydney, Australia. She also teaches in the Master of Teaching program in the School of Education. In the past, she has worked as a classroom teacher and head teacher, and has been a policy adviser and senior officer on large technology projects, professional teaching standards, curriculum and quality teaching innovations in education jurisdictions.

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5 Ways Any School Can Waste Money (And What to Do About It)

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officespace | By Mike Reading | There is a unique set of circumstances that have positioned the author to be able to observe a large number of school environments through a very different mindset than most consultants. He always approaches a school as: • a teacher who is in the classroom day to day • a consultant who has an expert opinion and understanding of particular aspects of teaching • a leader involved in several organisations overseeing the direction of that organisation, the systems and day-to-day operations, as well as directly leading hundreds of volunteers each week. This teacher/consultant/leader mix has enabled him to look at schools holistically and observe a consistent pattern emerge across all types of schools. Below is a summary of the five most common areas in which schools are wasting money (in no particular order) and what principals can do to stop the waste. The principal is not aware of their leadership role and the difference that makes A leadership coach by the name of John Maxwell said about the importance of leadership, “Everything rises and falls on leadership”. He went on to explain that leadership is the reason why a school, organisation or business is the way it is (for good or bad). Principals have a huge amount of responsibility. They oversee multi-million dollar budgets, large staffs and large student populations, not to mention all the policies and procedures that governments require schools to be compliant with. This tends to force principals into the role of a manager, not a leader. The problem is that if a principal is trying to manage everything, the school will not grow in numbers or excellence. When he (or she) approaches educational leadership with a management mindset, he will listen to the wrong people, spend money on the wrong initiatives, and just copy what other schools are doing.

Principals... oversee multi-million dollar budgets, large staffs and large student populations, not to mention all the policies and procedures that governments require schools to be compliant with. This tends to force principals into the role of a manager, not a leader. A leader, on the other hand, will see past the day to day; and will chart a course and navigate the ship to its destination. Leaders need to have a clear vision and a flexible strategy to achieve this. While it sounds judgemental and it is easy for people to give advice when they are not involved in what is going on, the reality is that principals are often effectively managing the school, but delegating the leadership (e.g. vision, strategy development) to others. The following graph demonstrates the power of leadership effectiveness:

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What to do: • invest in some leadership coaching that comes from outside the educational sector • evaluate whether decisions are being made through a managerial or leadership mindset • network with other leaders and ask what they would do in particular situations • find some other principals who are leading their schools and ask them to be a mentor • read everything possible on leadership.

Hiring the wrong type of person to oversee technology in the school Most schools are employing one of two types of IT people. The first type is a teacher who agrees to take on the technology coordination role, usually due to changes in staffing numbers. The problem with this kind of IT person is that, while they understands what it is like to try to use technology in the classroom, in many cases they has a very limited knowledge of how technology works and what the limitations of the software are. They often make decisions in a vacuum. This tends to cause the decision-making process to be quite short-term and driven by the latest fad. The second type of technology coordinator is one who has a fair to high understanding of technology, but no understanding of what it is like to try to teach 30 students with an already packed program. The teachers do not have the time to learn how the software works, let alone take the time to teach the students.

In high schools in particular, if the IT coordinator is a teacher, they generally only teache IT to students who have chosen the subject and are there because they want to be there, not because they have to be there (sound familiar?). The problem with this type of IT person is that they assume that because something is easy to use or obvious to them, it should be easy or obvious to others. This results in teachers becoming increasingly frustrated and they are less likely to engage with technology and consequently become resistant to any new technological initiative.

The challenge is to filter out the noisy, urgent matters to allow focus on the task or person that can make the biggest difference. What to do: • Have a technology plan that is not based on the skills or passion of one person. If principals spend the time to assess the needs of the teachers and then match the technology to those needs, a much greater percentage of teachers will work with technology. The plan will help eliminate spending on programs and technology that does not help teachers reach their goals. • Do appropriate research – rather than just reading about what is popular, find out what is effective. Ask questions such as: o what is the take-up rate of classroom teachers? o are teachers still using this technology six months down the track? o do the students engage with the technology at a superficial or deep level? o how stable is the technology and how many updates have been released in the last six months? The key here is to be as consistent as possible. Roll out any changes in a sustainable and considered way to ensure

that all of the school’s teachers are on the journey. Take the time to include them in the process and demonstrate that they will not be left behind. It is slow going at first, but momentum will build soon enough.

Thinking in programs not steps Educators are taught to think in terms of programs. They have teaching programs, school-wide programs, discipline programs, reading programs, and the list goes on! The problem with this approach is that teachers develop in steps, not programs. At a school-wide level, they are driven to think in terms of programs because the programs are linked to funding. The problem is that this funding is often given in short cycles and so the programs need to be constantly updated and changed so as to keep attracting the funding on offer. Case in point: there has been a considerable amount of money thrown around under the national partnerships scheme in Australia. Unfortunately, there appears to have been very few schools with original ideas on how to best use the money to bring long-term benefits to the schools. What seemed to be happening was that most schools were copying each other’s ideas, yet failing to ask the vital questions that would have led them to discover that a large number of the programs funded made little if any discernible change in the school that lasted past the funding period. What to do: • Rather than seeing a school development plan as a number of boxes to be ticked and programs to be funded, see the future through the lens of students taking their next step. This will require leadership as discussed in point one.

Having a one-shot approach to professional development When teaching students, good practice would have teachers link a lesson to the previous lesson, then introduce the new concept and allow time for the student to apply this new knowledge. However, when it comes to staff development days

and professional learning for teachers, training is often provided in short bursts (one day at the most) and then that learning is never revisited. If students were taught that way, teachers would be put under a performance review, yet if principals do this to their teachers, they are not questioned. What to do: • For teachers to master a particular aspect of teaching, they will need multiple touch points over a prolonged amount of time. • Find a way to provide staff with consistent, actionable training that they can implement into their teaching practice. Programs such as the Unlimited Training and Support Community have gone a long way to improving how teachers access professional development.

Addressing the immediate issues (not the important ones) Everyone is guilty of this one! Principals have many people and tasks calling for their attention. The challenge is to filter out the noisy, urgent matters to allow focus on the task or person that can make the biggest difference. What to do: • Every leader should read Essentialism by Greg McKeown. This great book lays out an excellent argument and action plan on this topic. • Principals should clear their schedule and take the time to reflect on the four points above in order to determine what needs to be worked on, how change will happen and what the next step is (and please don’t go looking for a program!). ETS Mike Reading is a former teacher who now consults with schools on designing and delivering sustainable ICT strategies. Mike is well known for delivering professional development for teachers in a way that is enjoyed, not endured. As Australia and New Zealand’s only Google Certified Teacher and Trainer, and Microsoft Master Educator, Mike brings a unique perspective to his work with educators. He can be contacted at mike@usingtechnologybetter.com

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Supporting Student Academic Writing Online

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Nextstep

| By Cameron Lydster and Dr Shelley Kinash |

What do readers think first-semester university students or year 12 students would say if they were told they had to complete an online test to assess their academic writing? Perhaps a fair few students would say, “Why do I have to do this? Am I not at uni or nearly done school now?” Or in the case of nonnative speakers of English, “I have met the language requirements; why are you testing my English again?” This article reports on what students at Bond University on the Gold Coast actually said about having their writing assessed, how students and staff benefitted from utilising an online task and factors to consider for those thinking about implementing something similar. What We Did and Why Since 2014, an online diagnostic writing task has been embedded in Critical Thinking and Communication, one of three core subjects at Bond University. The online test is a compulsory homework task worth two percent towards the overall grade for the subject and students complete it via the Learning Management System (LMS) of the university, Blackboard Learn. The main aims of the task are to identify students whose academic writing requires development and to then assist them in improving their written communication skills through one-on-one consultations, academic skills workshops and the use of online resources such as screencasts developed using Camtasia. The test design is not complex. Students respond to an argument essay question with the instructions to “write an academic essay” and have one hour to complete the task. A countdown timer keeps them aware of how much time is remaining. Before commencing the task, students are encouraged to view the criteria and a short video with ‘dos and don’ts’ of academic writing. Once completed, students’ writing is assessed and feedback is given, again through the LMS. For the students whose writing is below satisfactory, consultations

at Student Learning Support commence as soon as possible.

(SLS)

What Students Actually Said It was discovered that some students did ask themselves why they were doing this. However, they later reported realising the value of the process (and resulting support). In a focus group at the end of the semester, one student commented, “It did not seem like a good idea at the time; however, looking back, it was incredibly helpful.” Another agreed, stating, “After I had done it, I was actually really grateful that I had because assessments started popping up for my other subjects and I was like, oh I actually know what I am doing.” Other students expressed that it allowed them to gauge their strengths and weaknesses in writing in order to improve. International students from non-English speaking backgrounds were also pleased with the outcomes (“It made me more aware of how I need to write as English is not my first language”). Notably, all of the students participating in the focus groups expressed that their writing had improved. Areas of improvement included grammar, essay structure, cohesion, planning, presenting logical arguments, and formality. For several students, they perceived this as a “dramatic” improvement.

the writing task as a starting point • illustrating specific and personalised strengths and weaknesses in academic writing • identifying common issues and then following up with online resources and delivery of face-to-face workshops • determining which students may struggle at university and, working with other key stakeholders, ensuring that these students receive the necessary support. Factors to Consider The following is a list of factors to consider when implementing a similar online writing task, whether it be for a particular class, subject or cohort of students. Why implement an online writing test? This is the first question to ask. For our purposes, we want to identify which students need support and, imperatively, provide those students support as early in their first semester as feasible. Not a lot can be done in week 13 of a 14-week semester, but students can develop their writing significantly if provided opportunities and support starting in week two or three. One student explained, “To let students know their writing levels in the beginning of semester will give students enough time to improve.”

The main aims of the task are to identify students whose academic writing requires development and to then assist them in improving their written communication skills... Overall Benefits for Educators From an educator’s perspective, the main strength of the online writing task and accompanying processes is its timing early in the semester. Specifically, educators commented about the advantages of: • providing personalised feedback through one-on-one consultations using

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The question/s Keep it simple. The want is for students’ answers to be sophisticated, not the question itself. An example of a simple argument essay question is: Laptops should be banned in lectures; do you agree? If the task is to be embedded in a particular class and a significant amount of content has been learned,

a content-specific question could be considered. Take a marketing subject for example. An appropriate question might be: What is the most important of the four Ps (price, product, promotion, and place)? However, it is imperative to be sure that each student has sufficient knowledge of the topic, otherwise the focus is on content rather than written communication skills. Incentive to complete the task Many people need a tangible incentive to do pretty much anything. In our case, students who complete the task and, for those whose writing is considered below satisfactory and subsequently attend an appointment at Student Learning Support (SLS) for detailed feedback on their writing, receive two percent towards their overall grade for the core subject. It does not sound like much, but it has worked effectively. Students reported that they would probably not have completed the task if not for the two percent allocation. It can be important to incentivise and this helps to gain traction with the initiative. Making the task meaningful It is important that the task is more than just a stand-alone test. An international student clarified at what point the task became meaningful, stating, “I got a lot from, maybe not just from doing the test, but from all the [academic writing] information from SLS and… the personal feedback you get.” Consider the next steps; what will happen for students who need additional support? What about students whose writing is satisfactory? The test itself will not help develop students’ writing; it is what happens next that appears to be the most significant. Providing feedback Without feedback, what is the point of students completing the task? One student said, “I think feedback is very significant… We can know what we still need to learn, where we need to pay

more attention or how to improve writing.” The feedback has to be accessible and should not be more than two clicks away from the task’s site. When we first implemented the task, students were not checking their feedback; followup revealed their perception that the feedback was not readily accessible. Students simply gave up. Provide simple instructions for accessing feedback and consider allowing time in class for students to view the feedback. Who is marking the task and based on what criteria? Ideally, teachers with expertise in English language assessment would be involved in marking the tasks. Moderation marking sessions are strongly recommended, as this process allows markers to understand the assessment criteria, align their feedback, and improve the process. Regarding the criteria, again think about the reason for implementing the task. What aspects of written communication skills are the goal for improvement? The criteria need to be detailed, but avoid overwhelming students. In our case, we need something that assesses essay structure, how well the essay flows from idea to idea and, of course, sentence level grammar, spelling, and formal language. It is a task not a test We have made a conscious effort to call the test a task after several students stated that it created a level of stress because it was the very first piece of assessment at tertiary level for them. One student recalled, “I think I was a bit scared and stressed about it because it was like the first test that we had to do.” To make it less stressful, it is important to focus and promote the idea that each student will receive feedback on his/ her writing.

Make sure it works on all devices As the task is set to be completed outside of class, students used a range of devices from PCs and iMacs to mobile devices such as iPads and other tablets. It is important to test the interface on a range of devices and do not be surprised if students complete the task on their mobile phones, particularly now that screens are getting bigger. The task we implemented is a form of post entry language assessment (PELA). PELAs are by no means a new concept and have been used, in a variety of modes, in many Australian universities for several years. But why wait until post entry to university? It is worth considering utilising a similar task with students before they commence further studies, such as year 11 or 12 students planning to continue studying. Assisting high school students with academic written communication skills would lay the pavement for bridging the gap between secondary and tertiary studies and, furthermore, enhance employability. In their 2015 report, Graduate Careers Australia reported the results from a survey asking employers what they considered the most important selection criteria when recruiting graduates. Overwhelmingly, the top answer was communication skills. It is incumbent upon schools and universities to support students’ development of this graduate attribute. ETS

Cameron Lydster is a Learning Advisor and coordinator at Bond University’s Student Learning Support (SLS). SLS provides academic language and learning support in the form of faceto-face and online consultations, academic skills workshops and online resources for all students and staff at the university. Dr Shelley Kinash is the Director of Learning and Teaching at Bond University. She can be contacted via email at skinash@bond.edu.au

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Enterprise Skills And Student Learning | By Karen Bonanno | For many young people, going online is an integral part of their daily life. They engage in entertainment, social interaction and communication, education and research, knowledge gathering, and exposure to new life experiences. Globalisation of the workforce, the use of digital platforms to manage micro-jobs and flexible work options, adoption of technology-smart machines, and automation across multiple industries are transforming the world of work. Future jobs, whether cognitive or manual, will require a different skill set. Wall and Bonanno (2014) and the Foundation of Young Australians (2015) identify future work/enterprise skills as: • leadership • critical thinking • creativity • agility • digital literacy • communication • problem solving • global citizenship • design thinking • collaboration • interpersonal relationships / social intelligence The always-connected generation engage in learning both in and out of school. Learning is no longer limited to the school day and now extends beyond the traditional school hours. This is an opportunity to bring together curriculum, general capabilities, and the development of future work/enterprise skills. These skills need to begin early and build sequentially and consistently throughout primary and high school years.

Challenges Accessibility The issue of digital accessibility arises when considering learning beyond the formal school day. Survey data has shown that nine in ten young people (5 to 14 years) have Internet access in their home. Those without a home connection are accessing the Internet at school, the local library, at a friend’s house, or via a mobile device data plan. Use of a computer to go online is still high, with mobile phones (usually smartphones) as the next device, followed by tablets (Australian Bureau of Statistics, 2013; Raco, 2014). Student-owned mobile devices and/or school-assigned mobile devices support their learning across multiple internet-connected environments. Students use technology for an extensive range of school work, such as accessing online information and database services, using the school portal, taking online quizzes/questionnaires, creating presentations, interacting with teachers and peers, viewing teacher created videos and learning resources, and participating in class blogs/discussions. Pedagogical framework A second challenge focuses on the need to identify and establish a pedagogical framework that will support the development of future work/enterprise skills. Blended learning models have the potential to yield positive results for students. A hybrid learning approach is supported, whereby students are involved in both supervised learning in the classroom and accessing self-paced learning (student controlled) that is usually online. This model changes the way technology is employed in the classroom. Because access to digital tools and resources can happen in and out of the classroom, students can engage in different learning activities throughout

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Call to Action The best way for a young person to develop their work/career ready skills is within an information rich and technology rich learning environment. According to SpeakUp (2015), students seek out a learning experience that is: • socially based and collaborative • untethered from the traditional constraints or limitations of education institutions • digitally rich in context and relevancy. Work/enterprise Benefits of digital learning Views of middle school students in skills help to address blended learning environments (%) the Technologies I am able to learn at my own pace 64 C u r r i c u l u m and general I am developing creativity skills 63 capabilities, such I collaborate more with my classmates 61 as information and I have more control over my learning 58 communication (ICT), critical and I gain a better understanding of the class materials 56 creative thinking, I am developing critical-thinking and problem-solving skills 54 personal and social I am learning in a way that better fits my learning style 53 capability, ethical I spend more time mastering a skill or learning something 51 understanding, and intercultural Table 1 (SpeakUp, 2015) understanding. Enterprise programs Incorporating learning activities that The American Library Association’s Digital Designing and delivering classroom require students to embrace these skills is Literacy Task Force (2013) has defined digital programs to support effective teaching a high priority in the design of classroom literacy as “the ability to use information and learning of future work/enterprise skills programs. With 70 percent of young people and communication technologies to is also a challenge. As students embrace entering the workforce in jobs that will be find, understand, evaluate, create, and using the technology to access online tools, radically affected by automation and with communicate digital information, an ability resources and content during their selfmore than half of Australian workers needing that requires both cognitive and technical directed learning, they often go beyond to be able to use or build digital systems in skills”. the teacher-directed learning experiences the next two to three years (Foundation of Coding, an emerging literacy, allows to explore their passions. Young Australians, 2015) it is imperative that learners to access the tools to create Frankston High School initiated an work/enterprise skills begin early and build the technologies of the future. Not every entrepreneurship program which allowed sequentially and consistently throughout student will engage in coding, but they do year 9 and 10 students to spend four primary and high school years. ETS need to understand the thinking behind hours a week to build their own start-up applying coding to solve various problems business. This idea emerged as the teachers Karen Bonanno lives online as an educator. or create solutions. One student might saw students mastering particular skills or She is involved in planning and hosting be the digital innovator (ideas person) their day. There is a blend of teacherfacilitated (for example, online quizzes, teacher created resources) and student self-directed (for example, interaction with peers and teachers, commenting and contributing online) use of technology. The student voice on the benefits of blended learning adds depth to the deliberations for adopting this approach to learning (Table 1).

Digital media literacy For a number of years, the Horizon Reports (http://www.nmc.org/publication-type/ horizon-report/) have consistently reported the need for digital media literacy to be incorporated in teacher training and the confusion around clearly defining the phrase. Digital media literacy is more about the thinking that transpires when engaged in problem solving/finding and less about the tools.

technology, or generating innovative ideas, but they lacked the knowledge and skills to then leverage their capabilities to create social change or a business opportunity. A new elective subject, Innovating in the 21st Century, was introduced. This subject focused on the future of work and the skills required. At the end of the unit, students ‘pitched’ their start-up project to a panel and, in addition to discussing and showcasing the project, they reflected on the skills they developed and why the project was important.

and the other might be the digital maker (coder/programmer). In a collaborative environment, each will bring to the table a range of digital skills and knowledge, abilities to engage in online communities and social networks in an ethical and responsible way, abilities to find, capture and evaluate information from multiple data portals, and to engage in critical thinking and creativity. This will very likely be their future work life experience.

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Why Coding Matters

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SpecialFeature

| By Reid Moule |

Despite any individual beliefs or opinions about value, the world is changing. Some changes are understandable and even predictable, and occur on the larger stage of social, environmental and political life. Others are incremental, peripheral and are only recognised in hindsight. Change in education tends to be not necessarily at the periphery, but generally is of an incremental nature. There have been a number of movements over the last 10 years in education. Games in learning has been one movement, the use of iPads, apps and smart boards another. Each of these movements has at its base a strongly held belief by its adherents about how children learn. One factor that is evident in all the research is that engagement appears to be a pre-requisite to what psychological research calls ‘flow’ (Appelton et al, 2006; Nystrand & Gamoran, 1989). CodeKids, an educational program I developed, emerged from a wish to teach children about technology. It began with few preconceptions or assumptions, but with a strong belief in the need to be research-based and an even stronger belief in the need for it to be engaging. There is a swathe of research that clearly demonstrates that humans learn more efficiently and effectively when they are enjoying the process, so it began with that objective (Cusea, 1992; Redish, 1997). Another objective was that the program needed to be of a spiral nature, as much of curriculum development is (Johnstone, 2012). The third objective emerged after examining what was happening globally. At this point, coding was impinging on the global consciousness. A driver of the debate about coding in education was England, as it had decided to replace ICT and instead adopt coding as a curriculum objective. Suddenly, everyone was talking about the need to teach coding. I looked at the curriculum that England had developed and

followed the conversations that were occurring between government, education and business in England in relation to its implementation. I read all the research around approaches to teaching coding, looked at what the Universities were doing and how they were resourcing schools and teachers. I looked at what the Raspberry Pi group were doing, what was happening in Italy with Arduino CC and microprocessors, what was happening in America with the work of the Massachusetts Institute of Technology Media Lab, the Maker movement and the notion of Makerspaces, which are a modernised version of the manual arts room. I also looked at movements like the Steampunk movement and its relationship to personal expression and art, and even the graffiti of Banksy and the music of the Blue Man Group. I thought back on this when I was trying to outline my reasoning around the structure of the CodeKids program because the program encompasses and includes such diverse areas as packaging design, electronic circuits, mathematics, literacy, social marketing and viral branding, electronic engineering, art, sewing, patternmaking, photography, programming, music, video production, sound engineering, coding, and industrial design. The challenge was to create a coherent whole out of this melange of seemingly divergent and unconnected fields, and make the links between these fields in a way that made sense, that illustrated how they were, in fact, interconnected. The way in which education and academia separate aspects of the human experience into neatly packaged units of educational consumption does not reflect what happens in the real world. Academics are often talented musicians and writers and painters; engineers are often talented linguists. There are few borders to interests and often cross-pollination of intellectual endeavours results in

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quite startling innovation. CodeKids is about students thinking for themselves and, in doing so, in a very real way becoming their own teachers. Want is a great motivator. Wanting, investigating and making are iterative processes that transform learning and move education from the hands of the teacher into the hands of the learner (Martinez & Stager, 2013). But why is an approach to coding and programming so important? It is important for these students because, for the first time in history, computers can read, listen and understand – often better than humans can. Deep learning is creating machines that can effectively and efficiently provide a superior level of service and this will lead to massive disruptions in the developed world’s workplaces because the majority of Western economies are largely service based. Something that is emerging as a movement, via 3D printers and the Maker movement, is the development of a craft-based economy. There is some irony in this. Imagine a world where everyone can make what they need. Where they can take the raw materials, fashion and shape them to their purpose and deliver a finished product. That world existed in the 15th, 16th and 17th centuries. The craft guilds of medieval Europe, supported by the merchant guilds, allowed artisans to create from the raw materials to the finished products – but it was not the production-line model that is known today. Master craftsmen understood each phase and each step of the process of production. In the years from the 14th to the 17th centuries, merchant and craft guilds played a major role in the economic and spiritual life of Europe. The merchant guilds were able, through trade, to accumulate great wealth compared to the craft guilds. The craft guilds comprised artisans who largely controlled the process of manufacture (Dyer, 2002; Black, 1984). With the coming of the industrial

revolution, this control over the whole process of production was viewed with suspicion by the merchants and led to the introduction of the great disconnect between the worker and the work, via the production line. Greater efficiencies were a key focus in the production line, leading to the scientific management of the workplace. This was called Taylorism, named after Frederick Taylor (1880), one of the first human resource managers, and was a theory of management that analysed workflows. Its main objective was improving economic efficiency through planned increases in labour productivity. By the 20th century, production was now large-scale and, in order to produce, significant investments in plant, machinery and labour were required. As society progressed into the mid-20th century, there was another massive shift in human experience and capacity – the invention of the computer. These are not the only changes. Over the last 50 years, manufacturing has moved offshore from the developed countries to China. As manufacturing became more sophisticated, it drove competition within China for trained workers, which in turn has seen wages rise significantly as demand for trained labour grew. In order to exploit cheaper alternatives to China, companies moved parts of their manufacturing supply chains to India, and the same process unfolded. Now multinational businesses from the Western economies are looking at re-shoring, bringing manufacturing back to their country of origin, but with a difference – robotics. Over the next 10 years, society is looking at a radical re-organisation of industry, with serious ramifications for employment and for education. Industries that use robotics, and that will be all of them (note the current replacement of Australian workers by robotics in the mining industry), require trained, skilled coders. The evidence supporting the claim

that workers are being displaced by technology comes from the disconnect that has occurred between rises in productivity and wages. Over the last 10 years, wages have been dropping whilst productivity continues to rise. According to Bernstein and Raman (2015), from the end of the Second World War up until the early 1990s, wages and productivity were linked and moved in the same direction. The disconnect cannot be explained simply by the approaches countries take to managing their economies. Even diverse economies like Sweden, Germany and the United States have experienced this hollowing out of the middle class and the non-linear relationship, this decoupling of wages and productivity. There seems to be an underlying issue and many economists believe that this issue is technology. The net effect of this disconnect has been a decrease in demand for low-skilled information workers and a massive demand for workers with engineering, creative and design skills. Changes in a raft of other areas (such as robotics in agriculture, big data, new materials like graphene, developments in nanotechnology, 3D printing, and the re-conceptualisation of the human genome from a socio-medical entity to a sophisticated software language leading to a gaming approach to healthcare) will require people who understand the relationships between the hardware, the design features or usability and the code. Coding, and that overview, will become necessary skills in order to navigate and be a part of that emerging new world. Technological development and innovation has accelerated dramatically in the last five years. One of the major drivers of this acceleration was the invention of the smartphone. The focus on the production of chips and sensors for phones due to the global explosion in demand for this technology has led to the economies of scale that allow for the production

of many millions more sensors and chips, essentially kick-starting the emergent interest in robotics and coding at a school level. Global connectivity has also led to a hothouse environment for ideas around product development and small-scale manufacture that, at its simplest level, is a child connecting little bits of electronics together and discussing that with other children in other countries face-toface via Skype. It is the convergence of a wide range of technologies and opportunities, massive shifts in historical factors that, until now, precluded the CodeKids approach because the technology was either too expensive or just not available. The globalisation of knowledge via the Internet is also a major factor, as it allows almost instant contact with experts in a range of fields, no matter where they may be located. Children’s main learning experiences come through direct experience with materials. With a range of devices that can be used for fabrication, like 3D printers, Raspberry Pi and MakeyMakey, children have new ways of making things that naturally lend themselves to design thinking and innovation in ways that did not exist just a few years ago. Using recycled materials and interactive elements, projects can be reprogrammed, repurposed and modified to meet new needs. For the first time since the craft guilds of medieval Europe, the ability to produce manufactured goods at an individual level is able to be realised through 3D printing, electronics and craft. Today, the pace of change is such that there are new understandings, new technologies and applications almost daily. With this rapid pace of change comes a new responsibility for education – to be aware of these changes and of their implications as teachers, and for our students as learners. ETS

For a full list of references, email: admin@interactivemediasolutions.com.au

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feature 064 EDUCATION TECHNOLOGY SOLUTIONS

Schools: Invent The Next Era Of Education PART 2

| By Tom March | In the last issue, we looked at the 21st century reality of education. We examined the need for a new paradigm and a new era of education in schools and examined the first three (vision, evidence and learning theories) of six steps that are crucial in helping your school design the next era in education. In this issue, we conclude by looking at the final three steps that will help you create the new era of education in your school.

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feature 4. Curriculum 2.0 – New Routines for Classrooms This step brings educators to a paradoxical experience, where life in a next era classroom will, in many ways, be ‘like what they have always done’ while at the same time ‘unlike anything they have done before’. Given the school’s rich vision for demonstrable authentic student achievement and a research-based theoretical framework, educators are likely to find many common classroom practices less than satisfactory. Consider: the inefficiencies of class discussions where only a few students talk; the apt-to-miss nature of one-to-many ‘chalk-and-talk’ lectures; the randomness of outcomes in group activities; and the pointlessness of research where text and images are copied with little cognitive engagement. Yet such practices can be found in today’s schools, where covering bulging content can dominate over students’ internalised understandings. With the three precursors of vision, evidence and learning theories in place, the above common classroom practices are transformed: collaborative documents enable 100 percent participation in class discussions that are quickly generated and digitally archived as a baseline upon which to build; thinking routines linked to rich media resources engage students in deep analysis and interpretation; challenge-based learning using jigsaw roles sees learners working interdependently to achieve real-world goals for a global audience or online mentors; and self-chosen, ongoing investigations allow students to

between what is possible, but regularly done by only a fraction of teachers, speaks to the purpose and importance of a model such as this Next Era Ed suggestion: after over two decades of access to a range of empowering technologies that have revolutionised aspects of society’s wider culture, schools seem immune to change. In a Curriculum 2.0 framework, where students’ self-directed goals drive learning – rather than the calendar and timetable – technologies are readily used to super-charge learning. The best teachers already know exactly what to do once liberated from the time-driven machinery. The challenge they face is to maximise this expertise and scale it across whole schools. The best place to achieve this scaling is in the collaborative design and implementation of curriculum units: the nexus of school goals, capstone assessments, pedagogical frameworks, and related strategies. These elements can all become parts of a wholeschool template for units of learning. Any collaborative online document will work to support this, but better yet is a software system that provides a higher level view above the silos of Key Learning Areas and year levels that arise when these units are not part of an integrated, school-managed system. With smart, curriculum design software, it is easy to see which units employ specific strategies that might achieve particularly favourable outcomes and drill down to classroom activities and assessments. As a school, teams and faculties can build on such successes.

pursue deep learning in core disciplines, leading to sophistication that highlights the inevitable interdisciplinary linkages. Many of these strategies have been around and used for decades, but have failed to transform schools because they could not alter the dominant mass-production model that renders the human and unique subordinate to logistics and uniformity. This gap

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5. Review for Continuous Improvement Great teaching and learning has always happened in schools around the world, but in isolated classrooms and without clear definition of what made it great. Educators therefore had little possibility of replicating it. When the school community speaks the same language of vision, evidence, learning theories, best practice AND has a regular process for reviewing what is working best, then these gems can be shared, imitated where useful, and polished to empower a school to pursue a sure path to achieving its vision. Many of the previously mentioned pedagogies make such reviews integral to their model. Look for such regular review processes and build them into the school’s calendar of activities. This is the realisation of instituting professional learning communities that can be drivers of best practice and action research. To find time to make this possible, consider shifting from labour-intensive, paper-based school reports to the more efficient and effective continuous reporting that smart software now makes possible. With more professional energy available for implementing continuous review processes, schools will find that an appetite for improvement develops that is contagious and stimulating. In fact, before long, people may look at the vision and wonder if it cannot be updated, made more connected to the real world with even more authentic and sophisticated performances that celebrate unique expressions of joyous and deep learning.

These six steps provide a framework and process designed to prompt schools to invent their own unique approaches based on their local needs and values.

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feature 6. Smart Digital Environments – the Fruition of Learning The astute reader will have observed that Curriculum 2.0 made reference to technologies and that the review process is expedited when supported by smart software. In fact, each phase of this Next Era Ed model is enhanced when supported by a smart digital environment. For example, a school’s vision for student learning can be readily articulated so that it is easily embedded in any appropriate rich task and curriculum unit. Similarly, the underlying learning theories can be linked to curriculum units and measured for effectiveness against actual evidence generated by students’ uploaded products and related journal entries. Obviously, a robust online platform will facilitate student interactions, collaborations and access to rich media resources. What makes this digital environment smart is that, in the best case scenario, all this digital activity resides in one database which can be plumbed through analytics to provide increasingly useful and granular data to support a school community’s upward spiral of continuous improvement on achieving what it values most. The values-driven, evidencemeasured Next Era Ed model provides appropriate contexts where technology is used in the service of goals and educational best practice, not the reverse that has been seen so often in the past where technological solutions were force-fit to traditional instruction. All of this is made possible when schools identify student success based upon their goals and local needs, and work a model, intent on making only new mistakes. Thus, here is a possible solution to the wicked problem of how to achieve real school change: the end of the one-size-fits-all approach with real opportunities to tweak mass-produced schooling to liberate personally meaningful learning. For all students, by all teachers.

By choosing learning theories that target the goals in the vision and can generate appropriate evidence, a school will not only be using good strategies, but good strategies that are more likely to produce the intended results.

Conclusion Every school will have made considerable progress on some phase of these six core steps. It is important to begin with these successes and then gently assess what might have been missed or poorly implemented. One of the most successful schools that took steps along this journey actually realised that what they had done in year one of a five-year plan failed to connect with staff members and that the school’s learning area leaders needed to re-group, plan and begin again. Such decisions and actions are wholly justified and re-paid when the next steps set a secure foundation for whole-school growth and continuous improvement. It is time for schools to trust their local needs to set a direction, identify successful achievement, and choose research-based models that support what their community knows is most important. This article concludes with a plea for a bit of kind intolerance on two fronts: educators can no longer accept reluctant colleagues’ arguments that

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the status quo is good enough nor overexuberant tech evangelists’ faith that new gadgets or apps will miraculously get a school where it needs to go. The obvious truth is that unless schools act with focused determination, the vision for technology’s benefit to education will continue to be realised only in isolated classrooms, not across schools, and only for the lucky few. Not good enough. ETS

When the school community speaks the same language of vision, evidence, learning theories, best practice AND has a regular process for reviewing what is working best, then these gems can be shared, imitated where useful, and polished to empower a school to pursue a sure path to achieving its vision.

Tom March frequently keynotes, writes, facilitates workshops, consults with schools and designs software, all focused on shifting education from mass production teaching to personally meaningful learning. He has recently joined Hobsons Edumate as principal consultant for teaching and learning.

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How Is Interactive Media Changing The Way Children Learn?

| By Marie Cullen | Interactive media is captivating tech-savvy children via apps and video games. Today, 57 percent of children under the age of eight are using educational applications, according to a study from Nielsen’s 2014 Digital Consumer Report. The expansion of interactive media provides a vital opportunity to empower children and to increase their educational skills and knowledge. Children these days play and engage with learning in a way that is intrinsically bound to their familiarity with technology. This is impacting the way educators teach, as they recognise a new style of teaching is needed to accommodate the ways in which students learn and to access the technology that is available. The adoption of interactive media by parents, in particular, has driven improvements in early literacy skills for children.

Innovative programs have evolved to allow for holistic education through tablets, computers and game consoles. Speed of access to information, a variety of means of communicating, kinaesthetic features of devices, and in-built productivity tools all allow children to unlock their potential. Interactive media has the capability to excite children by engaging multiple senses through illustration, animation, audio and touch. The intuitive nature of mobile devices encourages children to learn through experience and experimentation. As a result of the changing learning behaviours in children, interactive media has great potential to enhance learning outcomes by providing programs that cater to an individual by allowing them to progress through levels at their own pace. Because children’s interactive media environment is vast and ever changing,

it is important to pay close attention to influential macro-factors, including children’s media usage. Parents now recognise that digital media consumption is of great benefit and importance in their children’s lives. The concerns surrounding children’s use of technology are now disappearing to make way for a new generation of interactive learners. App-led Learning Educational apps are being used as a method of motivation and engagement in children’s early years. Apps are a systematic way to introduce technology and curriculum to children. Not only do they promote positive experiences and learning outcomes, but they also provide a portable learning tool. Whilst there is no denying there are ‘poor quality’ apps available, there are also excellent apps

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teachingtools

The expansion of interactive media provides a vital opportunity to empower children and to increase their educational skills and knowledge. that can see children excel in literacy and numeracy. If parents are looking for a quality app, they should pay attention to the Apple rating, which carries an ageappropriate guide so users can have confidence in their suitability for young children and their learning abilities. App-led learning has many advantages over other forms of computer-assisted programs. It is an innovative technology that uses new functions, features and tactile user interfaces. These innovative functions enable a more logical and immediate user experience provided by onscreen manipulation, as opposed to scrolling with a mouse and pointer. The main motivator of educational technology is to improve a child’s academic performance using a medium (such as an iPad) and a product (app) that are engaging. Tablets are intuitive, easy to use and transport, and fast to initiate. Some apps store huge amounts of information and can track progress so that a child gets instant feedback and parents can monitor and assess their child’s individual learning abilities. Children are social beings and active learners who relate to real-life situations to build on their existing strengths. Hence, materials need to build knowledge, allow for individual differences, and provide for achievement, success and progression. Mobile apps engage a child, both actively and passively, by providing a medium of delivery that taps into a natural learning state. It is the degree of engagement, as well as sensory input, that will motivate and engage a child’s preference and response to different learning materials. Apps that present ideas in manageable modules and offer regulated feedback allow children to systematically approach

Online Learning Since the introduction of the iPad and the shift to mobile apps, the limitations of more traditional computer-based online learning methods have become apparent. This is noticeable in their pricing structures, the dated user interfaces and the constraints of separate a keyboard, mouse and screen. Whilst traditional e-learning methods will continue for some time, the shift to m-learning will continue to accelerate as more quality educational apps are developed. Activity for children such as online games can provide a positive medium for content delivery and educational outcomes. Online educational games can help children with focus, self-esteem and memory through game functions such as levels, rewards and milestones. These functions act as key development tools in growing a child’s abilities and affirming learnt skills as he or she progresses. An advantage of online gaming is that users are able to work on, and engage with, a number of skill sets at the one time. Through using online games as a learning tool, students are better able to grasp the fundamentals of literacy and numeracy, whilst also developing their research, problem-solving and leadership skills. In addition to any academic benefits, online gaming also provides an opportunity for students to overcome challenges and work as a team to solve complex problems. Collaborative digital games encourage students to work together and further develop problem-solving skills. As many online digital games offer various directions of engagement throughout, students must think creatively and share perspectives to form a solution.

different learning ideas that are presented in an interesting and accessible way. Progressive modules provide the opportunity for users to develop skills and gain confidence through self-motivated learning.

Video Games Though video games are often linked to various behavioural issues in children, there are components of gaming that can improve learning and serve as effective teaching aids. Well-designed video games

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can provide a strong framework for inquiry and project-based learning. Much like their app and online-based counterparts, video games use imagery and movement as a focal engagement point for users. As a complement to traditional methods of education, video games have developed so that users are motivated to enjoy learning. If structured correctly, games can offer a number of learning opportunities to users. Whilst games can tackle simple processes like breaking down complex tasks, they also assist in more sophisticated ideas such as hypotheses and experimentation. Because many games offer continuous feedback and the ability to individually control the pace of learning, users are able to create personalised learning experiences that both challenge and directly connect with their learning level. Combined with their popularity as a consumer item, video games are becoming an increasingly popular choice of interactive media for parents and children alike. Nevertheless, there is always room for growth and further development in the tech industry. With the expansion of many interactive learning platforms, there are sure to be further advancements that will lead to the digital transformation of the traditional classroom. Interactive media is changing the ways children learn, and educators and parents share responsibility for harnessing these developments to provide a more fulfilling and comprehensive vision for children’s education. ETS With 35 years’ experience as a teacher, Marie Cullen is committed to developing the potential in every child. Her passion for education led her to create the LessonBuzz app to further engage children in fun and interactive learning. Marie holds a Bachelor of Arts degree from the UNSW, a Diploma in Education from Sydney Teachers College and a Certificate in TESOL from the Australian Catholic University. She has appeared on the ABC’s 7:30 Report and has been featured on Australian Story, in The Daily Telegraph and Sydney Morning Herald.

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   

                            

                 

Prepared Prepared

Mean: Mean: 2.58 2.58 Understood Questions Questions Understood

Mean: 2.42 2.42 Mean: Never Intimidated Intimidated Never

Mean: 3.26 3.26 Mean: Examples Examples

 

 

 

 

 

 

   

 

 

                          

 

             

     

 

        

Item Analysis Graph Report

Response Response A A SA SA D D SD SD NA NA

Percent Percent 36.84 36.84 26.32 26.32 15.79 15.79 10.53 10.53 10.53 10.53

Response Response A A D D SA SA SD SD NA NA

Percent Percent 52.63 52.63 15.79 15.79 10.53 10.53 10.53 10.53 10.53 10.53

Response Response Overall Overall SA SA A Grade A Grade D D A A SD SD B B NA NA C C D D F F

Percent Percent 42.11 42.11 42.11 42.11 15.79 15.79 0.00 0.00 0.00 0.00

Encouraged Encouraged Questions Questions

Mean: Mean: 2.32 2.32 Understood Understood Subject Subject

Mean: Mean: 2.63 2.63 Class

Response Response A A D D SA SA SD SD NA NA

Percent Percent 26.32 26.32 26.32 26.32 21.05 21.05 15.79 15.79 10.53 10.53

Response Response A A SA SA D D NA NA SD SD

Percent Percent 36.84 36.84 26.32 26.32 21.05 21.05 10.53 10.53 5.26 5.26

Class Frequency Distribution Report

Equal Equal Treatment Treatment of of Students Students Response Response SA SA A Percent Raw A Score Percent Score Score Raw Score D D 90.00 54.00 - 60.00+ 90.00 -- 100.00+ 100.00+ 54.00 SD SD - 60.00+ 80.00 48.00 - 53.99 80.00 -- 89.99 89.99 48.00 NA NA - 53.99 70.00 -- 79.99 42.00 70.00 79.99 42.00 -- 47.99 47.99 Mean: 3.37 Mean: 3.37 60.00 36.00 60.00 -- 69.99 69.99 36.00 -- 41.99 41.99 0.00 0.00 0.00 -- 59.99 59.99 0.00 -- 35.99 35.99

Response Response SD SD A A   SA SA D D NA NA Mean: 2.26 2.26 Mean:

Percent Percent 36.84 36.84 31.58 31.58 15.79 15.79 15.79 15.79 0.00 0.00

Item Item Analysis Analysis Graph Graph Report Report

Percent Percent Mean Score: 77.58% Mean 47.37 47.37Score: 77.58% 42.11 Frequency 42.11 Frequency 10.53 10.53 3 3 0.00 0.00 5 5 0.00 0.00 7 7 3 3 2 2

Benchmark: Benchmark: 75.00% 75.00% Percent Percent 15.00 15.00 25.00 25.00 35.00 35.00 15.00 15.00 10.00 10.00

 

• Classic OMR Test Center

OMR Test Center has the same reliable scanning and mark recognition of Classic OMR Workstation, optimized for the high-volume, highspeed needs of a centralized test-processing center. OMR Test Center is designed to work with Scantron’s high-volume scanners like the iNSIGHT 70, iNSIGHT 150, or the OpScan 16.

Page Page 1 1

• Classic Analysis Edition

Score centrally, analyze locally—import assessment results scanned using Classic OMR Workstation or scored using the Scantron Score™ Test Scoring Machine into Classic Analysis Edition to allow teachers to create reports and analyze student performance at their desks. Install this edition on multiple workstations in a single school.

Class Class Frequency Frequency Distribution Distribution Report Report

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Why choose the DataLink 3000? • •

Classroom Edition Classroom Edition (sold only with the Scantron Score Test Scoring Machine) is a special introductory version of Remark that accepts data via a USB drive, then presents that data in five commonly used reports. It also exports the test scoring machine scores to a variety of popular gradebooks. Classroom Edition can be installed on up to 25 computers and is available only with the purchase of a Scantron Score Test Scoring Machine.

• Provides fast document scanning at up to 60 pages per minute.

Processes tests in large volumes, scanning at up to 60 pages per minute • Marks exams with up to 150 questions.

Works with DataLinkWhy Connect software the to deliver immediate3000? results with detailed analysis choose DataLink • Captures full 10-digit ID field for data collection and reporting. and proficiency reports • Processes testsDataLink in largeConnect volumes, scanning at up to 60 pagesresults per minute • Works with software to deliver immediate with detailed analysis • Scores exams with up to 150 questions and proficiency reports.Why choose the DataLink 3000? Providing Actionable • Works with DataLink Connect software to deliverInformation immediate results with detailed analysis • Captures pre-printed test data via barcode reader • Questions can be linked to learning and results easily imported into For Testsobjectives/standards And Basic Surveys and proficiency reports your school’s database. • Processes tests in volumes, scanning up to 60 pages per minute • Captures full 10-digit IDlarge field for data collection andatreporting • Scores exams with up to 150 questions • Relieves the burden of classroom marking with fast and simple electronic data capture. •

•

Works with DataLink Connect software to deliver immediate results with detailed and proficiency reports

•

Captures pre-printed test data via barcode reader

•

Captures 10-digit field for667 data collection and reporting 0422 562 p: +61 3full 8370 6204ID

Melanie Todd

exams with up to8370 150 6204 questions p: 03 e:Scores info@newdatas.com.au e: info@newdatas.com.au w: www.newdatas.com.au w: www.newdatas.com.au • •

Captures pre-printed test data via barcode reader

EDUCATION TECHNOLOGY SOLUTIONS 073

getconnected 074 EDUCATION TECHNOLOGY SOLUTIONS

RISE OF THE CHROMEBOOK THE

| By Anthony Speranza | According to recent figures from the US, in 2014 the Chromebook quickly became the bestselling device in Northern American educational markets and is continuing to grow in popularity (see http://bit.ly/nqtzh). But are Chromebooks really a panacea for the ever growing and ever evolving educational market? Or are they merely a fad destined to burn out in the years to come? (Netbooks, we are looking at you). And what should schools consider before dipping their toes into the Chromebook realm? A Chromebook is a laptop of a different breed, one that runs Google’s web-based Chrome operating system. At the core, a Chromebook is designed to be used with an Internet connection with most applications and data residing in the cloud, which is accessed through the Chrome web browser. The first Chromebooks to go on sale were manufactured exclusively by Acer and Samsung. Announced at the 2011 Google I/O Conference to much fanfare, they have not quite gained traction in the consumer market. This is a different story in schools, where tight budgets exist and, when it comes to technology expenditure, bang for buck is paramount. To date, customers from the education market have formed the most common type of user for Chromebooks. Big names like Dell, Toshiba, ASUS, Acer, Lenovo and Hewlett Packard are competitively manufacturing a variety of Chrome devices to satisfy the market, with some companies producing up to three different models. The consumer here

wins, spoilt for choice when it comes to size, power, form factors, warranty support, and accessories. But under the hood, the principle of the Chromebook remains the same: they all run Google’s Chrome operating system, rely almost entirely on cloud-based storage and apps, and – most importantly for schools – cost between $300 and $400, much less than a tablet or traditional laptop. They come with USB slots to support an array of devices, integrated web cameras, headphone/microphone jacks and HDMI display ports. Some manufacturers even offer cellular Long Term Evolution (LTE) connectivity, touch screen capability, Gorilla Glass screens, rubberised edges, and antispill keyboards to last the distance in children’s hands. Popularity for the device is picking up pace around the globe. In Malaysia, the national school system utilises Chromebooks for 10 million students in its primary and secondary schools. Malaysia’s efforts of integrating the Web through the Chromebook and

EDUCATION TECHNOLOGY SOLUTIONS 075

getconnected

Google Apps for Education forms part of its national plan to reform its educational system (see http://bit.ly/ xywyy). Chromebooks merge perfectly with Google Apps for Education, which is now used by more than 40 million students and teachers around the world. The productivity suite, which includes already popular apps such as Docs, Gmail, Calendar and Drive, also includes Google Classroom, which allows students and teachers to collaborate on homework and other assignments in real time. But Chromebooks are not only limited to Google Apps products. Through the Chrome Web Store, web

its best; having a Chromebook at one’s disposal makes it easier to get on the Web and get on with it. The secret behind the Chromebook is the operating system ChromeOS. Lightweight on resources, it does not require massive amounts of CPU cycles or RAM storage to run the laptop or boot from scratch. This means the enduser is not paying the price for highend processors and memory storage employed with traditional operating systems. Moreover, battery life figures on Chrome devices are extremely impressive, as the device efficiently consumes minimal power on basic hardware in operating modes and in hibernation.

improve in performance, functionality and security over time. Chrome features built-in, multi-layer security architecture that eliminates the need for antivirus software. HTML rendering and JavaScript execution threats through the browser are neutralised through ‘sandboxing’, a security mechanism that runs processes in a restricted environment. In the event of a malicious exploit against the browser, the sandboxing technique contains the threat and prevents the code from modifying or reading any information on the system. The Chromebook does not come without its perceived caveats and limitations. It does not run Microsoft

At the core, a Chromebook is designed to be used with an Internet connection with most applications and data residing in the cloud... apps and browser extensions can be installed to increase productivity, with a bevy of apps and extensions that can enhance the technology experience for teachers and students who use Chromebooks in the classroom. Moreover, as a fully fledged web browser, users are only limited by their imagination when it comes to tapping into any pocket of the vast World Wide Web. Upon opening the lid of a Chromebook, it boots up in seconds and prompts the user to log in with an associated Google account. Once connected, the device automatically sets up the user’s profile and synchronises the preferences, apps, bookmarks and Drive data. (The system is even speedier when returning from sleep mode from the closure of the lid, resuming almost instantaneously). Within moments, anyone can be surfing the web, authoring Docs, or checking emails. This is speed and simplicity at

As a thin client based on the cloud model, massive amounts of hard disk drive storage is neither required nor warranted. All Chromebooks come with minimal amounts of solid state drive space for any local files or downloads, as the whole ideology of using a Chromebook is to utilise cloud storage. All of this ‘down-specced’ hardware equates to a lean package, which means that Chromebooks are incredibly lightweight and portable machines. And considering that there are no licensing fees to pay for,

Silverlight web applications, which some rich web interfaces require. It does not run legacy software, or premier multimedia suites. However, what developers are currently achieving through a web browser using HTML5 standards of late has been very impressive and is continuing to improve. All in all, Chromebooks are an extremely affordable option as a purchased computing device, but also in the upkeep and management of the device. There are no setup times or imaging requirements. Google

or operating system or office tools, it means that the device also becomes extremely affordable. Updates occur automatically, do not break the Internet, and do not take seemingly forever to install. A quick reboot is all that is needed when the update is ready and the user is running the most recent version of ChromeOS, which continues to

supports most Chromebooks for up to five years with free ChromeOS updates. There is no need to automate backups of files. For this reason, Chromebooks have been a hit with school deployments as they do not require extensive IT departments to support and manage each device. To deploy technology across a classroom, school or even

076 EDUCATION TECHNOLOGY SOLUTIONS

Chromebooks merge perfectly with Google Apps for Education, which is now used by more than 40 million students and teachers around the world.

sector, computing devices need to be simple, manageable and secure. Chromebooks make this ideal. Administrators can make changes to a whole fleet of Chromebooks through a web-based console without even having the device physically present. Teachers can share them throughout the class, under individual student logins, for each session. Schools can set the appropriate measures for accessing content, and design the user experience with pre-determined bookmarks and apps. With reduced overhead costs, Chromebooks are a cost-effective option to deploy technology at

scale. Many schools are realising this is an affordable option for closing the technology-equity gap whilst promoting the kind of rich digital learning that educators believe in. For case studies of Chromebooks in education, see http://bit.ly/evkdx. ETS Anthony Speranza is the Senior Teaching and Learning Leader at St. Markâ&#x20AC;&#x2122;s Primary School in Dingley, Victoria. In his time at St. Markâ&#x20AC;&#x2122;s, Anthony has established several digital literacy initiatives, developed cybersafety and global citizenship programs, and introduced multimedia software and hardware into P-6 classrooms. Currently,

he is implementing a 1:1 Chromebook program and is supporting teachers and students from Years Prep to 6 to utilise Google Apps for Education. He is an authorised Google Education Trainer, Google Certified Teacher, and the recipient of the 2014 DLTV Educator of the Year as awarded by Digital Learning and Teaching Victoria. He is passionate about contemporary spaces, pedagogies and collaborative practices amongst educators. Anthony is an avid speaker at the local, state, national and international level. He can be contacted via his blog anthsperanza.global2.vic.edu.au or follow him on Twitter @anthsperanza

EDUCATION TECHNOLOGY SOLUTIONS 077

lifelonglearning

Blogging: Powerful And Addictive! 078 EDUCATION TECHNOLOGY SOLUTIONS

EDUCATION TECHNOLOGY SOLUTIONS 079

lifelonglearning

| By Bev Novak | Blogging is a powerful way to learn, explore and discover. Replete with an infinite source of information on a limitless number of topics, the blogosphere is a perfect location for educators to create and direct their own learning path. That which is learned from either reading or writing blog posts expands both their knowledge and their thinking. By posting comments on blog posts, it is possible to engage in a form of social networking that is distinct and different from other social networking platforms. Connecting with those who write blogs or with those who read their blogs is exciting, stimulating and inspirational. Which Blogs are Worth Reading? Like any new venture, it can be hard to know where to start. While there are dozens of online services dedicated to helping people locate the best blogs, sometimes the best way to get started is to literally jump in feet first. Some starting points for new bloggers could be to: • sharpen their focus by deciding on their interest: personal or work related • run a Google search using keywords to locate blogs of interest • get recommendations from online lists by searching ‘best blogs on…’ • ask others – face-to-face or on social media – for recommended blogs • check the ‘blogroll’ on the side bar of blogs they read for recommendations • create a list of about 10 or 12 blogs to regularly follow • set aside time to read blogs by creating a daily or weekly routine • subscribe to blogs via email or through an RSS reader • use tools such as Pocket or Google Alerts to get organised • engage in the blogosphere by leaving comments or ‘liking’ a good post.

How to Blog? Being the author of a blog can be quite daunting. Apart from achieving the technical know-how required to produce a blog post, bloggers need to have a good idea of what they want to blog about. Regular exposure to the blogs of others will help shape the voice, style and format of their own blogs, but the content is often a very personal expression, which is driven by an inner passion to share and be recognised by others in the vast universe of the blogosphere. Learning the technical details of blogging is a bit like driving a car. While the format of a blog dashboard can initially be overwhelming, patient practice will ensure success! New bloggers should check the blogging platforms used by the blogs they read and then select one that best suits their needs. Anticipate the likelihood of needing help to figure out features, so choose a blogging platform that has good support – easy access with prompt response. Bloggers should select an appealing name for their blog, one which perhaps reflects the content they hope to incorporate. A short, ‘catchy’ name is better than a long, convoluted one.

Blogging is a powerful way to determine an individual’s own growth and development. Creating a blog is often a process which evolves over a period of months, so be patient. As thoughts and ideas are sorted, the blog will slowly take on a character of its own. Generally, a blog post is not very long. Short and sharp is better than long and rambling. It is better to develop a few ideas rather than many complex thoughts. Blogging is a way of sharing knowledge, so aim to make the blog post informative. Include original thoughts or corroborate the thoughts

080 EDUCATION TECHNOLOGY SOLUTIONS

expressed in the posts of others. Be sure the title of each blog post is a clear statement; one that is both reflective of the blog post’s content and is appealing. Publishing blog posts on a daily basis can be quite demanding, so bloggers need to determine their publishing schedule and be realistic about what they can achieve. It is also important to ensure that the look of the blog is pleasing and easy to navigate. Vary the presentation of the blog posts to enhance the overall look and appeal of it. Use numbering or block quotes to indent and break up its format. Insert pictures, videos, graphics, links, audio files and images to create variety. Establish a theme or a style. This will attract and inspire repeat visits to the blog by readers who will develop an expectation about the look of the blog. Ask others for feedback to help get it right. While writing what he/she wants to write may be foremost in a blogger’s mind, those reading the blog must have a reason to read what is written. Compose interesting posts that comprise worthwhile and valuable thoughts. A blogger needs to create a unique voice that others will distinguish as him/her and then promote the blog so as to expand readership. Bloggers should use any and all forms of social media to promote their blog, their thoughts and themselves. Why Blog? Being a member of the blogosphere is a sure way for bloggers to enrich their life and to extend their thinking, experience and knowledge. Blogs are a source of infinite information about a wide range of topics. An extensive list of blog posts on a vast range of subjects, are constantly being added to the blogosphere – science, maths, education, sport, hobbies, recreation, music, environment. The list goes on and on.

Blogs can take on an almost limitless format. They can be reflective, informative, personal, educational, opinionated, technical or experimental. Blogging can be a portal to think and reflect on new experiences, discoveries and thoughts. The published thoughts, reflections, experiences and discoveries of one blogger form a source of information and inspiration for others with similar interests. By reading the blog posts of others, knowledge is shared and expanded. Blog posts add to an ever growing pool of knowledge and thought on an enormous range of topics. Blogging invites and encourages others to comment. The comments of others add to this collective pool of thought and knowledge. These virtual discussions in turn inspire further blogging. By posting comments on each other’s blog posts, links between bloggers are forged and virtual friendships flourish. Without realising it, these connections evolve into Personal Learning Networks. Blogging provides an outlet for the expression and sharing of passionate beliefs and opinions that matter to each individual blogger. Knowing that thoughts and ideas published in a blog post contribute to a collective pool of knowledge can be a powerful motivator to blog. Blogging is inspiring, motivating and empowering. Being able to link up with others who share similar interests and knowledge is awesome. Feedback from readers develops confidence and a desire to continue blogging. Blogging is addictive. The more one writes, the more one wants to write. The more one reads, the more one wants to read. Whether participating as a reader

3 4 5 6 7 8

or writer of blogs, engagement with the blogosphere allows everyone to journey at their own pace along the exciting path of lifelong learning! What Really Happens when Blogging? To be able to write, add hyperlinks, embed a picture, a video, an audio file, a widget, a calendar and all those other bits and pieces that can be seen on blogs is really a great achievement. Learning the ropes of blogging, including identifying the purpose of blogging, is akin to all learning. It evolves over time. Writing a blog post involves researching and thinking. It encompasses a process of searching for information, then sifting through this information, analysing and deciding on its relevance to the subject of the post in light of the blogger’s thoughts about the subject. As information gleaned from reading and listening to videos and podcasts is processed against information already held, the resulting blog post produced becomes a synthesis of the blogger’s own thoughts and the information gained through researching. Sometimes the process can be long, other times it is faster. Either way, the process always produces feelings of excitement, elation and a distinct sense of satisfaction. What is the Real Power of Blogging? • Indulging: being able to rant on about issues and thoughts about which one is passionate. • Impacting: knowing that others are reading one’s words and thoughts, considering what is being said, thinking about those thoughts, and adding them to their set of experience and knowledge. • Engaging: as someone leaves a comment and the blogger responds, a virtual conversation is started where ideas build on top of one

another. Reading and considering the comments left on blog posts feeds the never ending chain of knowledge. • Contributing: one of the real joys of blogging is knowing that everyone is a part of an enormous store of knowledge. Absorbing the ideas and thoughts of each other is very powerful. Conclusion Blogging is a powerful way to determine an individual’s own growth and development. By pursuing topics of personal interest, by considering the words and thoughts of others, by writing reflective and informative posts, a rich, supportive network is built. Engagement with the blogosphere enables educators to enhance their own skills, knowledge and experience and, in the process, define their own path of lifelong learning. Read and learn more about blogging by viewing an excellent video created by Ronnie Burt (@ ronnieburt) What is a Blog? (ow.ly/ LkwJc) or by participating in an online Edublog Teacher Challenge: Set up your blog (ow.ly/LkxtY). 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

EDUCATION TECHNOLOGY SOLUTIONS 081

TECH STUFF

084 Buyers Guide 2016 Apple Watch Apple Pencil™ for iPad Pro Pencil by FiftyThree BB-8™ the app-enabled Droid™ dux for iPad Air and iPad Air 2 Poppy 3D Viewer for iPhone Targus Versavu Keyboard case for iPad Air ASUS Transformer Book Flip TP200SA HP 350 Cloud-Managed 802.11n (WW) AP Montage Wireless Presentation Hub MIPRO MA-202 Portable Wireless Sound System Lumini Smart Bulb Datalink Sidekick NAO Snowflake MultiTeach

096 Notice Boards teachers.on.net Launches Tap for Teacher Literacy resource for K-9+ Bibliotheca expansion 2016 National FutureSchools Expo

082 EDUCATION TECHNOLOGY SOLUTIONS

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EDUCATION TECHNOLOGY SOLUTIONS 083

showcases Introduction Educators everywhere have come to recognise the value and importance of keeping up with the latest innovations in technology for schools. From technologies that make learning more mobile to the solutions that secure and protect those devices, here at ETS we aim to make it easier for you to stay ahead of the curve! With the push to enable blended and differentiated learning, and the steadily evolving nature of the curriculum to include new things like teaching kids coding, the sheer number of innovations hitting the market has made it difficult for the everyday educator to determine what is actually new and innovative and what will simply be a passing fad – and that’s where we aim to help you the most. In this special edition Buyers Guide, we have sifted through a wide array of the latest and most innovative products in the market to give you a better understanding of where technology is heading for the 2016 school year. Whilst this round up is by no means an exhaustive list, it does represent the products that we feel really stand out from the crowd!

Apple Watch Still looking for an excuse to depart with some cash for a new Apple Watch? Trust us when we say it’s not just another pretty face. Check it out – you can actually now use the Apple Watch to record authentic and valuable rich data in your teaching and learning directly into Google Apps without having to type or write a thing! Just tap and record. It’s that easy. We could bang on and on about all of the health and fitness apps available, and the fact that it’s freed us up from having to constantly look at our phones for notifications. Just a gentle tap on the wrist gives you the heads up on the really important things going on. If we had more time and more pages in the magazine, I’m pretty sure we could think of about 1000 more reasons to love the Apple Watch. With education discounts and financing plans being announced recently for students, there are at least a few reasons why you can kick your excuses to the kerb and enjoy a really amazing wearable tech experience. To wear it is to love it. It’s the watch reimagined.

www.apple.com/au/watch

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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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Early Bird (21 Dec 2015 - 30 June 2016)

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Apple Pencil™ for iPad Pro Just as natural as a pencil in your hand, this precision input device makes drawing and sketching feel remarkably fluid. The touch subsystem of the Multi-Touch™ display in iPad Pro has been redesigned to work with Apple Pencil to dramatically reduce latency and deliver incredible accuracy for activities like fine art illustration and detailed 3D design. Advanced sensors in Apple Pencil measure both pressure and tilt for a fast and fluid drawing experience, while a built-in Lightning® connector makes for quick and easy pairing and charging. Apple Pencil also works with popular apps like Mail, Notes, Procreate and Office 365 for iPad, offering new levels of creativity and productivity for every kind of user in the school community. We are really, really excited about it! Visit www.apple.com/au

Pencil by FiftyThree More than just a stylus, Pencil by FiftyThree puts the word ‘style’ into the solution with a really great look and organic design. Inspired by the shape and grip of a traditional carpenter pencil, it feels really different from any other stylus we’ve tried. The tip is an active stylus from all sides and, at the base, you have your handy eraser. Using the Paper app by FiftyThree is a fantastic way to explore the beautiful, tactile usability. For us, Pencil inspired and unleashed a whole new level of creativity in a way we’ve never before experienced. Once you’ve tried drawing and painting with it, we recommend experimenting further by getting your fingers into the mix to blend colours and employ a smudge effect to your work. Try testing out the surface pressure and active palm rejection. The possibilities in the visual arts curriculum are really just the beginning. In the body of Pencil is a magnet that helps ’snap’ it to the cover of your iPad for easy transportation, or slap it on any metal surface and it will never get lost. Pencil operates via low power Bluetooth so you do need to charge it once in awhile but we were very impressed by its phenomenal energy efficiency; all it needs is a 90-minute charge approximately once a month! Pencil by FiftyThree is available through selected distributors and at your local Apple Store.

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BB-8™ the app-enabled Droid™ Sphero have made it possible to bring a new part of Star Wars: The Force Awakens™ into your school. BB-8™ is the app-enabled Droid™ that’s as authentic as it is advanced. It’s arguably light years ahead of just about anything we’ve seen! BB-8™ has an adaptive personality that changes as you play. Based on your interactions, BB-8™ will show a range of expressions and even perk up when you give voice commands. Set it to patrol and watch your Droid explore autonomously. Make up your own adventure and guide BB-8™ yourself or create and view holographic recordings. It travels light years ahead of anything you’ve ever seen, reaching top speeds of 7.2 km/h and sports a clever internal guidance system which includes a gyroscope and accelerometer. BB-8™ is so more than a toy – it’s your STEM curriculum companion! At 11.4 cm (h) by 7.3 cm (w) and weighing approximately 200 grams, it’s as portable as it is adorable – and by adorable we mean badass. BB-8™ features authentic movement via an iOS or Android smartphone or tablet through the app downloadable free through iTunes or Google Play. It also comes with the induction charging base, a micro USB cable, a quick start guide which is everything you need and an excellent choice to get your students participating in the #DronesInED competition! We recommend getting in touch with the good guys at Macintosh Addict on www.macintoshaddict.com.au or call (03) 9013 7333

dux for iPad Air and iPad Air 2 We’ve always believed that if you’re going to invest in beautiful slimline technology like an iPad, you should have the option to choose something that protects it without making it looking ‘bulky’. If you want it to look easy and elegant, then these are definitely worth your attention. And that’s exactly where this STM dux beauty comes in because clearly, it’s a case that’s made to make your life easier. It has all of the protective qualities and features you would expect and it’s designed to work with the iPad of your choice, which includes the iPad Air and iPad mini Retina. It has a durable, thoughtful design with a couple of surprisingly cool features you might not expect thrown in for good measure including a patented magnetic closure and tough, reinforced corners, and back panel to protect from inadvertent drops. Another thing that’s particularly clever for school buyers is it has a clear back to enable scanning and tagging barcodes for your asset management program. Get yours from Macintosh addict either online at www.macintoshaddict.com.au or call (03) 9013 7333

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Poppy 3D Viewer for iPhone

Targus Versavu Keyboard case for iPad Air If you are looking to enhance the overall versatility of iPads in the classroom, it’s time to transform your iPad Air into the ultimate viewing and typing experience in your school with the Versavu Keyboard case from Targus. With an awesome 360 degree rotating design, you can choose between portrait or landscape viewing with the device secured in a magnificently designed custom fit tray. The removable Bluetooth keyboard slides on a patent pending rail system which also provides maximum viewing adjustability – an industry beating range from 35 degrees to 85 degrees, which is absolutely remarkable. And, because it’s a Targus, you get protection you can trust along with luxury extras like soft touch interior lining, which also protects the device from unintentional scratches. A built-in tab also keeps the device closed in transportation, giving you enhanced peace

Hear us now, believe us later. Immersive technologies like Virtual

of mind.

Reality (VR) is going to be a big thing in education in the years to come and that’s why we were intrigued when we came across

Get onto www.targus.com/au/education for more innovative

the Poppy 3D Viewer for iPhone. Poppy lets you capture beautiful

protection for your school’s devices

images and videos in 3D using your iPhone’s camera. Viewing through Poppy is totally immersive because it feels like you’re looking into another world. From a collaboration point of view, it’s a whole new way to capture and share your own experiences. Most of all, it’s a lot of fun. So how does it work you ask? Just put your iPhone in and begin capturing 3D video and pictures. Immediately view in 3D or share and browse 3D around the world! Poppy uses mirrors to capture 2 stereographic images using your iPhone’s single camera. When you look in the viewfinder, Poppy’s lenses combine the two images into a single 3D view. You simply have to try it out for yourself! Get in touch with PoweredLife and get the coolest show and tell happening in your class next term! Contact www.poweredlife.com.au or 1300 POWER 4 LIFE

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ASUS Transformer Book Flip TP200SA Asus has a brand new offering that fits really well in the 1:1 Laptop Program category. It’s an 11.6 inch notebook that comes with Windows 10 and Windows 10 Pro. It’s slightly different insofar as it’s actually a Flip device that doesn’t detach from the keyboard. This means you can use it like a traditional laptop or you can pop it up in tent mode when you’re watching content or sharing stuff with others in group work. Speaking of sharing, you’ll be glad to hear you’ll be very well covered when it comes to connecting to peripheral devices because it comes with an array of ports including a USB-C port, USB 3.0 port, USB 2.0 port, a micro-HDMI port, and a 3.5mm audio combo jack. It’s light and ultra portable, weighing in at about 1200 grams and it looks great with the colour options we’ve seen in dark blue and crystal silver. To see more from Asus, go to www.asus.com/au/

HP 350 Cloud-Managed 802.11n (WW) AP Get the WiFi coverage up to scratch in your school for 2016 with the HP Cloud-Managed 802.11n Dual Radio Access Point Series which provides two and three spatial access points that offer enhanced coverage and reliability for voice and multi-media deployment. Built-in application awareness and Motion Aware roaming enhance the mobile user experience and ensure optimal application performance. Have peace of mind and feel secure with WiFi Clear Connect RF optimisation and integrated Wireless IDS/IPS which provide automatic detection, classification and mitigation of non-IEEE 802.11 interference and wireless threats. The access points can also be powered by PoE and ensure 100 percent uptime in case of WAN link failure. Jump online and get yours from buyitonline.computelec.com.au

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Montage Wireless Presentation Hub

MIPRO MA-202 Portable Wireless Sound System

It’s finally time to say goodbye to all of those extra wires because you’re about to meet a truly awesome device that helps you connect, collaborate and share your content in a way you never thought possible. View and share the screen of anyone in the

Weighing just 4.1kg, the MA-202 Portable Wireless Sound System is an

lesson, regardless of whether they’re even in the same room.

easy indoor/outdoor solution that can be mounted on a mic stand, carried or used with the supplied

The other great thing about Montage is that no matter which

shoulder strap making it perfect

device you have, you can confidently stream to your large

for small assemblies and meetings.

format display because it’s multi platform and it’s designed

The integrated 40w amplifier

with touchscreen in mind. If your school is considering installing

allows up to 8 hours of use from

touchscreens into your school, what you will really like about the

the internal battery and can also

Montage is that its gesture-driven interface takes touch display to

be mains powered.

another level completely. USB port and SD card reader lets you play MP3 songs and the handy Right now there is a very special introductory offer for schools in

LCD displays MP3 tracks and status. The MA-202 also comes with

Victoria and South Australia that bundles an HDi 55” Multi-touch

separate volume control for wireless, wired mic, line-input and MP3

display with the HDi Montage Wireless Presentation Hub that will

and up to 2 microphones can be used simultaneously (1 wireless &

get you up and collaborating in no time!

1 wired).

Search Technology Core and Montage or get over to:

Speak with the team at IG3 Education and you get a MIPRO

www.technologycore.com.au for details.

ACT30H Microphone included as part of the pack. One ACT30H can broadcast to multiple MA-202s for expanded coverage and the battery charger for ACT30H can be found inside the built-in storage compartment with approximately 24-hour usage per charge, which is impressive. Get in touch with IG3 Education on 1800 334 633

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App enabled Lumini Smart Bulb Transform your classroom into a futuristic flexible learning environment with the help of the Lumini Smart Bulb! The Lumini is a compact sized light that can transform any classroom. It works with one or more alternative standard sockets (E14/E27) which is capable of converting your ordinary light into a mood light or a party light in a matter of seconds! It’s incredibly energy efficient, power saving and long lasting, and easy to control via Bluetooth, with a range of up to 20 feet (about 6 metres). Applications in the primary classroom are plentiful, from enhancing in-classroom storytelling and drama productions to communicating when attention is needed from the students. In the secondary school environment, it can enhance and modernise your new spaces to enhance productivity or create a ‘chilled out’ atmosphere when required. With Lumini Smart Bulb being plug and play and so simple to use, the power is in your hands with heaps of pre-programmed modes through the Lumen App available for both iOS and Android devices. It’s definitely one of those ‘nice to have’ extras and it really is a brilliant way to put the finishing touch on your new modern learning environment. Simply email orders@iworldaustralia.com.au or call 03 9532 5052

Datalink Sidekick Assessment is often seen as a stressful time for everyone, but it doesn’t have to be! Now you can get rapid results and insight into your data with the Datalink Sidekick. What’s more, it’s lightweight, super portable (being smaller than a tablet) and comes with everything you need to get started right away. It’s also quite the performer, scoring 20 answer sheets per minute, which means you are ready to review assessment results right there at your desk in a snap! Sidekick is also flexible because it handles everything from short quizzes to long exams so you’re not only giving yourself peace of mind, you’re saving yourself a truckload of time. When you order your Datalink Sidekick you get your essentials with it including the USB cable, power supply, 250 answer sheets, the handy carry pouch and digital DataLink Connect software. Contact New Data Solutions info@newdatas.com.au or on 03 8370 6204

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NAO He’s small but he’s extraordinary. He’s cute but don’t let his good looks fool you – he’s incredibly smart. We’ve been seeing and hearing a lot about this friendly and incredibly versatile robot since his debut in the ETS studios where he performed his awesome ’Thriller dance’, much to our delight. NAO is completely amazing students and teachers of all ages in schools across Australia, allowing users to do anything from learning to program and code through the Choregraphe software and developing applications in C++, Python, Java, MatLab, or .Net and then test your applications in a 3D workspace! NAO lends himself perfectly to the curriculum of primary, secondary and tertiary learning through step-by-step lessons that help learners explore the amazing utility of robots over the next horizon and into the future, and the possibilities are practically limitless. The future is here… the future is NAO! If you haven’t booked in your demo with the team at Brainary Interactive, we recommend getting your school on the list now so you can look forward to an awe inspiring year of huge learning opportunities ahead. Contact Brainary Interactive on 1300 931 664 or at: interactive@thebrainary.com

Snowflake MultiTeach by NUITEQ It’s a fact that we deal with everyday - children have short attention spans. Snowflake Multiteach tackles that problem headon by making education more fun, engaging and memorable, resulting in exciting interactive classroom experiences that go a long way to increase the performance of both students and teachers. Snowflake MultiTeach is a fun, edutainment suite of award winning software apps for touchscreens designed specifically for teachers and students in Primary education classrooms. In addition to the 25+ off the shelf apps with present content, busy teachers can quickly and easily create curriculum specific touchscreen lessons with custom content, using the Lessons App. A Brighter Image (ABI), the distributor of AstralVision touchscreens in Australia has partnered with NUITEQ to bring awareness to the benefits of Snowflake software. In a joint promotion, ABI are offering a bonus copy of Snowflake Multiteach with each Astralvision touchscreen. Contact ABI on 02 9938 6866 or info@abimage.com.au for more information.

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noticeboards

Noticeboards

teachers.on.net Launches Tap for Teacher

In an Australian first, a leading national jobsite for education, teachers.on.net, has launched a smartphone app that will change the lives of principals and relief teachers alike. The new app, called Tap for Teacher, will revolutionise the process by which schools find replacements for teachers who call in sick or, for other reasons, cannot teach that day. Until now, this has been a timeconsuming and ongoing problem. The app has been developed entirely in Australia by teachers.on.net. According to Petrah Harslett, owner of teachers.on.net, “We are the only relief teacher resource in Australia using push notification technology, which means the cost to schools is completely contained. Some schools use SMS, which is 20-year-old technology and has the disadvantage of uncontrolled costs. Defined expenses are important for schools. “For a long time I have been aware of how tough it is for schools that have to scramble early in the morning to find replacement teachers – how many calls or text messages they

send, how long it often takes to fill each position. “With Tap for Teacher it is so easy – the school sends a request which goes directly to the smartphones of teachers who are registered with the school and they tap back to respond. Demonstrations have shown that principals receive a response in a few minutes, or less. Once a position is confirmed, the app notifies other teachers that the position has been filled.” The company’s research revealed that some schools were incurring the expense of employing someone part time just to manage the everyday difficulty of finding casual teachers at very short notice. “Tap for Teacher is totally mobile device-based using the latest IT to get results quickly and cost effectively,” said Ms Harslett. Schools can use the service on either a low monthly or annual fixed cost basis. Schools have the advantage with Tap for Teacher of dealing with the professionals who have made teachers.on.net so trusted and recognised in the Australian marketplace. It is the education

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jobsite serving 80 percent of Catholic schools, all Lutheran schools and an increasing number of government schools. Rob Nairn, Executive Director of the Australian Secondary Principals Association, said, “This is the perfect app for schools, solving a daily problem with completely mobile technology. teachers.on.net has a long history of working closely with education and has won the trust of schools all around the country.” Thousands of school principals and teachers previewed Tap for Teacher at the EduTECH Expo in Brisbane in June. teachers.on.net Australia Pty Ltd is a privately owned company based in Adelaide, South Australia. Operational since March 1999, it was a National Telstra Business Awards winner in 2010. Its owner, Petrah Harslett, and staff are passionate about serving the education community by providing technology and systems that allow schools to find teachers and teachers to find jobs.

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.

Leading literacy resource for K-9+ adds mode for self-directed learning

It is designed to give teachers the option for student-guided learning and can be used on its own or in conjunction with Australian-developed online resource LiteracyPlanet has added a new mode to its platform, that automatically packages its content into a ‘quest’ style learning adventure for students. The new mode selects interactive exercises from 1,000s within LiteracyPlanet and sequences them into a curriculum-aligned learning path according to a student’s year or ability level.

LiteracyPlanet’s existing diagnostic, reporting, tracking and assignment tools. Teachers and students have embraced the development and the added flexibility of the program. Since its release LiteracyPlanet has seen a 42% increase in usage, with students completing more tasks, and the new mode now accounts for 50% of usage. “We spend a lot of time consulting teachers and know they want an

effective resource, that is easy to implement, suitable for all their students and can keep students engaged,” said LiteracyPlanet CEO Adam McArthur. “Resources like this are increasingly popular for the benefits they deliver. With the new mode teachers are not required to assign tasks and can trust the exercises support the curriculum and comprehensive development of literacy skills. Students can progress at their own pace while teachers have more time to attend to the students who need it most.” Educators can learn more about LiteracyPlanet’s new student guided mode and register for a free school trial online at www.literacyplanet.com.au or by calling 1300 565 696.

Bibliotheca announces significant expansion

Bibliotheca is excited to announce that their shareholders, One Equity Partners (OEP), have completed the purchase of 3M Library Systems North American business and entered into agreements to purchase the assets of 3M’s remaining global Library Systems business. The new Bibliotheca

Group will combine the best of both worlds to help libraries captivate their communities, providing innovative library-focused solutions that connect with people at home, at the library, and on the go. Going forward, Bibliotheca will combine with the former 3M Library

Systems business and will transition it to a single Bibliotheca brand. The new Bibliotheca Group is committed to continued investment in products and staff and will continue to expand into new regions with innovation-led products.

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Peggy Sheehy, Larry Rosenstock, Dr Karl Kruszelnicki and many other world renowned speakers confirmed to present at the 2016 National FutureSchools Expo!

Taking place in Sydney from the 2–4 March 2016, the National FutureSchools Expo is proud to present some of the education industry’s most engaging and insightful speakers, including: Peggy Sheehy, Virtual world and games in education pioneer (USA) Larry Rosenstock, CEO of High Tech High (USA) Dr Karl Kruszelnicki, Australia’s most popular science communicator Lane Clark, Pedagogical expert and international learning consultant (CA)

Jennie Magiera, Chief Technology Officer of Des Plaines School District 62 (USA). The National FutureSchools Expo is an annual national 3-day event dedicated to schools and proudly brought to you by the team that organises EduTECH, Australia and AsiaPacific’s largest education event. This event consists of one central exhibition and five parallel conferences designed to tackle specific areas of the future school:

• Future Leadership • Young Learning • Special Needs • Teaching about and using emerging technologies • STEM, coding, robotics and the new digital curriculum. The National FutureSchools Expo will be running at the Australian Technology Park in Sydney from the 2–4 March, 2016. To learn more about this landmark event, visit www.futureschools.com.au

S30�Notebook�Trolley • Designed to accommodate 16 devices • All doors secured with multipoint locking • Breakaway mains connection • Large 360° locking castors • Easy to see charge status • Handy storage bay on top • Ergonomically designed • Large shelves to suit even the biggest laptop • Loads of venting • Available in 5 colours

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