INTERFACE - Issue 99, May 2020 by interfacemagazine

NEW ZEALAND

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SUPPORTING THE USE OF ICT IN LEARNING

ISSUE 99 TERM 2 MAY 2020 $11

How social should you be in your teaching? Finding ways for social media to enhance learning. – Pages 22-27 Covid-19: What can we learn from the lockdown? – pages 14-15 Minecraft competition: Build a better future – page 19

Students’ daily news show celebrates 1,000 episodes – pages 28-29

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INTERFACEXPO 2020

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20 Join us for a day packed full of information, ideas and inspiration about the latest trends and innovations in e-learning.

INTERFACEXpo 2020 – From presentations and workshops, to an exhibition and Posnetworking tponwithedlike-minded educators.

Sadly, with the the dis instructions we are ruption caused by Covid -19 and in lin e with with Ministry un of Health Hutt, Taupo and Au able to go ahead with the INTERFAC EX ckland. All delegate registrations have be po 2020 conferences in Lower en cancelled. We appreciate ever yone’s commitmen t to the three even inconvenience and ts and are sorry for disruption this may any cause.

PLUS, grab a free coffee courtesy of Equico, enjoy morning tea and lunch on us, and be in to win some great prizes. Don’t miss out on this awesome day! We’re gutted. INTE RFACEXpo is a hig hlight of our year. W three awesome da e love seeing you all ys exploring digital technology in educ and enjoying ation. We have investigate d options to potent ially delay until later of logistical reason s, that’s just not pr actical, plus there st in the year. However, for a number the immediate futu ill remains significa re. Therefore, our int nt uncertainty for en – and making them bigger and better th tion is to focus on hosting our events next year an ever! Watch this space. We’ll be revealing ou r plans for 2021 ve ry soon. Be safe. Be kind. Kia kaha.

Book your place at interfacexpo.nz/register2020/

Keep in touch @interfacemag #xpo20

CONTENTS

BOOK STORE EVENTS DIARY CONTENTS 22 MAY

INTERFACE 99 MAY 20

MAY

20 22

12 8

2 INTERFACEXPO 2020 – Cancelled

• 10 GREAT WAYS TO USE SOCIAL MEDIA IN YOUR CLASSROOM

6 INTERFACE NEWS AND VIEWS

• PUSHING THE BOUNDARIES OF THE LIBRARY WITH A FACEBOOK PAGE

• LEARNING JAPANESE WITH SNAPCHAT MESSAGES

• USING SOCIAL MEDIA TO CONNECT WITH YOUR COMMUNITY

8 NOTICEBOARD 10 THE MIND LAB: Education after lockdown 11 ETV: Overcoming the tyranny of distance learning 12 MOTAT.FUN: Supporting remote learning for young Kiwis. 14 WHAT CAN WE LEARN FROM THE LOCKDOWN? Educators rising to the challenge and delivering digital learning. Increased engagement and more agency from students. We should make sure that the positives learned from teaching in the lockdown becomes the new normal in education. 16 WAYS TO LEARN REMOTELY WITH MICROSOFT With the lockdown creating unprecedented remote learning challenges for teachers and students, Microsoft has a range of online resources and ideas to help education continue outside of the normal classroom environment.

• TAKING POLLS WITH SOCIAL MEDIA APPS

28 NEWS MAKES HEADLINES WITH ITS 1,000TH EPISODE Six years ago, the first ever episode of NEWS (News Education Winton School) was aired. Now, more than 1,000 episodes later, the daily programme has become part of school life. 30 FILE SHARE – Four pages of online resources 34 LESSON IDEAS: Awesome online resources for teachers 35 GAMEFROOT: COVID-19 – How to stop the spread!

19 MINECRAFT COMPETITIONS 36 COMPETITIONS Some great prizes to be won! 20 SPARK SOME LEARNING AND FUN WITH SENSORS Looking for tools to engage students with physical computer programming in an affordable and extendible way? The gator:bit board, alligator cables and sensors may be just what you’re looking for. 22 SPECIAL FEATURE: HOW SOCIAL SHOULD YOU BE IN YOUR TEACHING Few would argue that social media is part of modern-day life – however, there’s more debate when asking if it has a place in your classroom. Is it a frivolous timewaster or are there tangible ways it can be used to enhance your teaching and students’ learning?

38 FROM THE BACK: THE MAKING OF MAKERS Project Wy, The Mind Lab and MOTAT teamed up for ‘We Are Makers’, a week-long programme that gave students from low decile schools the opportunity to experience hands-on engineering in a fun, team-based activity. 39 EVENTS DIARY

Delivering 123 Tech in Isolation? It’s easy as…

We’ve uploaded some simple tutorials to our Facebook page and website to help you teach Discovery level activities from your bubbles!

Our online tools and resources enable you to teach the activities online!

Which students can then practice offline in their bubbles!

Find out more at 123Tech.nz #FutureThinking_Today

BOOK STORE EVENTS DIARY NEWS AND VIEWS

INTERFACE NEWS

Meet the team EDITOR Greg Adams 027 255 1301 Greg.Adams@interfacemagazine.co.nz ADVERTISING 09 575 2454 Advertising@interfacemagazine.co.nz DISTRIBUTION MANAGER Michelle Durbin 09 575 2454 Michelle.Durbin@interfacemagazine.co.nz

WE’VE GOT YOUR BACK! Thank you to all school educators across New Zealand for your hard work and dedication during these challenging times. Wherever the Covid-19 journey takes you, we’ll be by your side with help, advice and support for your digital teaching needs – from the pages of this magazine to the daily news and resources on our website, as well as our Twitter and Facebook feeds.

EVENT MANAGER Annette Nichols 021 621 373 Annette.Nichols@interfacexpo.co.nz DESIGNER Paul Colgrave Design@interfacemagazine.co.nz

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SUBSCRIBE TO INTERFACE For details go to interfaceonline.co.nz/subscribe/

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NEW ZEALAND INTERFACE™ (ISSN 1177-973X) is published six times a year by G MEDIA PUBLISHING LIMITED PO Box 25155, St Heliers Auckland 1740, NZ

Something that is a great activity for students to do at home or at school is our Minecraft competition. We’ve teamed up with Microsoft and MOTAT, and the challenge is to ‘Build a Better Future’. Plus, for teachers, we want you to tell us how you’re using Minecraft in your teaching. See page 19 for more.

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Now more than ever, keep yourself up to date with the latest e-learning trends and developments, and find awesome resources, with your latest copy of INTERFACE. To find out how to subscribe, renew your subscription and access back copies contact admin@interfacemagazine.co.nz

© G MEDIA PUBLISHING LIMITED 2020. Editorial opinions are not necessarily those of the publisher. We do not endorse or accept responsibility for any third party featured in this publication, unless stated otherwise. NEW ZEA LAND

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Thanks to those eagle-eyed among you for pointing out the typo on the cover of the last issue. That’ll ‘teache’ us! We’d like to say it was a clever ploy on our part to test your observational skills … but no, sadly, it seems we just need to get our our r’s into gear. Did you spot it?

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While every effort has been made to ensure accuracy of information in this magazine, the publisher does not accept liability for inaccuracies, omissions or misinterpretations that may occur, and urges readers to always check online resources before using them in class.

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at Covid-19: Wh can we learn from the lockdown? pages 14-15

INTERFACE 99 MAY 20

INTERFACE GOES DIGITAL FOR THIS ISSUE You’ve asked us and we’re excited to say that for our May issue we’ve gone digital to ensure that we reach all our subscribers and you continue to receive the advice, news, ideas and resources INTERFACE has to offer no matter where you’re based. So, what do you think? It’s been a learning experience for us – how is it for you? We’ve set up a short survey to get your thoughts. We’ll also throw in a $50 Prezzy for one lucky respondent. Check it out at interfaceonline.co.nz/godigitalsurvey

WANTED: YOUR EXPERIENCES WITH CODING Are you using computer programming in your teaching? If so, we want to hear about your experiences for a ‘special feature’ in the next issue. Big or small projects, simple to complex coding, just get in touch with INTERFACE Editor Greg Adams, greg.adams@interfacemagazine.co.nz

LATEST COMPETITION WINNERS Thanks to everyone who entered our latest competitions. We had heaps of entries, so we’re sorry to all of you who we’re about to disappoint. Congratulations to Raewyn Harnden, Carterton School, Wairarapa, who wins the awesome Nano Projector. We had three 3D Printing Pens to give away. One each goes to Hilary Johnson, Katikati College, Bay of Plenty, Amy Borrows, Bethlehem College, Tauranga, and Sarah Greeff, James Hargest College, Southland. For the My Passport Hard-drive, there was a choice of colour. The yellow is on its way to Wayne Donnellon, Roto-O-Rangi School, Cambridge, and the blue to Brent Read, Puhinui School, Auckland. And lastly there were three nifty cable organisers up for grabs. The winners are Brad Evelyn, Hillcrest High School, Hamilton, Christina Lee, St Dominic’s College, Auckland, and Rachel Goldstein, Kaiapoi High School, Canterbury. Check out the fab prizes you can win in this issue’s competitions on pages 36 and 37.

Explore the ways you can work remotely with Microsoft tools. Pages 16-18.

NOTICEBOARD

NOTICEBOARDNOTICEBOARDNOTICEBOARDNOTICEBOAR

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- KIA TAKATU A-MATIHIKO IS GOING FULLY VIRTUAL FOR TERM 2

CHANGES TO THE MIND LAB AT MOTAT After two years of operating The Mind Lab out of MOTAT, owner Frances Valintine has gifted The Mind Lab school groups programmes to the museum, which is “committed to keeping The Mind Lab spirit and pedagogy” alive under their own MOTAT Education banner.

‘Meet ups’ with the Kia Takatu- a--Matihiko – the National Digital Readiness programme – are going virtual. Online webinars are designed to support educators integrate the revised Digital Technologies and Hangarau Matihiko curriculum content in a virtual classroom. The sessions are 30 minutes long and with limited, small numbers, so you can get the most out of the learning. There are options for both Ma-ori-medium and English-medium teachers and kaiako. To find out more information about the webinars and book a place, go to ahikaroa.kiatakatu.ac.nz For more about Kia Takatu- a--Matihiko visit kiatakatu.ac.nz

“We’re excited to bring Damon Kahi, The Mind Lab’s National Technologist, into the MOTAT team where he will continue to create exceptional learning opportunities and programmes for children using digital technologies and future focused themes” explained Julie Baker, Education Manager at MOTAT. “As always, we are eager to work closely with schools, supporting teachers with the Digital Curriculum and offering students rich new STEM experiences.” If you have questions or would like to provide some input and feedback on digital curriculum matters, Damon and the MOTAT team can be contacted at education@motat.org.nz

N4L PROVIDES FREE SAFETY FILTER FOR STUDENTS LEARNING FROM HOME

SEE MAORI PLACE NAMES WITH THE NGAI TAHU ATLAS Check out more than 1,000 original Ma-ori place names, ka- ara tawhito (traditional travel routes), and the original Ma-ori land allocations with the Nga-i Tahu Atlas. Use the search bar to search for any New Zealand postal address, Nga-i Tahu place name or land allocation. Click on any feature in the map to get detailed information about the location. Go to kahurumanu.co.nz/atlas

Network for Learning (N4L) has developed a safety filter to make the internet safer for all students learning from home that parents can set up on their children’s learning device. The filter is part of ‘Switch on Safety’, a new initiative led by N4L, with support from Netsafe and the Ministry of Education. It blocks access to a range of websites known to be unsafe and inappropriate for learning, as well as those known to host unsafe software. Instructions on how to set up the N4L safety filter can be found at switchonsafety.co.nz

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INTERFACE 99 MAY 20

RD NOTICEBOARDNOTICEBOARDNOTICEBOARDNOTICEB TENZ – Technology Education New Zealand – has launched the TENZ 2020 Techno Challenge, a hands-on and creative learning experience for Year 1-10 students to take part in. “We are proud to present this nationwide competition for younger students, encouraging tamariki to innovate at home through the Technology curriculum,” said Technology and STEM Specialist Sarah Washbrooke. There are three competition categories and some great prizes to win: • Doodle a design (aimed at Years 1-3); • Model Manufacture (aimed at Years 4-7); and • Iterative Inventions (aimed at Years 8-10) Find all the details at: bit.ly/TENZTechnoChallenge2020. Or contact TENZ at sarah@tenz.org.nz if you have any questions.

MATAMATA CHRISTIAN SCHOOL WINS 4 SPHERO BOLT ROBOTS During Term 1, Equico Education Leasing offered schools a chance to win 4 Sphero BOLT Robots. Equico is pleased to announce that Matamata Christian School is the winner. Congratulations to them and thank you to all Equico school customers who use their trusted leasing solutions. Leasing with Equico is a flexible alternative to buying outright, which allows schools to rent equipment, stretch the budget further and reduce e-waste. To learn more about leasing solutions, contact Equico at quotes@equico.co.nz or 0800 378 426. Alternatively, visit equico.flexigroup.co.nz

ENTRIES OPEN TO TAHI RUA TORU TECH CHALLENGE 123Tech is adapting resources so it is something that can still be done online and from home collaboratively. “We are taking each of the discovery level activities, which are usually done in groups in class, and adapting them so students can do them at home in their own bubble with resources they can either download or substitute with items that are generally found in the house,” said organiser Joy Keene. “The 123Tech team can assign virtual mentors. Several of our remote schools currently use this option as it works well. Both teachers and students will need to have access to a screen sharing/communication software, like Skype, Zoom, Google Hang Outs, Microsoft Teams, etc. “Each week we will be posting some hints, tips and videos via the 123Tech Facebook and Twitter accounts, to encourage discussion and support educators to deliver the programme to their students from home.” This free competition is the national digital tech challenge available at all school levels across Years 1-13. Teams of 3-4 students use digital technology to solve a problem in their local school or community. Find out more at 123tech.nz or enquiries are welcome at kiaora@123tech.nz

MADE AWARDS 2020: CANCELLED On behalf of the MADE Awards committee, Sue Beesley has made this announcement: “We have made the difficult decision to cancel the MADE Awards for 2020 due to the Level 3 and 4 COVID-19 lockdowns and the uncertainty of when schools will be operating to be able to produce projects for entry to the MADE Awards 2020. “We look forward to bringing back the awards next year.” More at madeawards.com

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TENZ LAUNCHES 2020 TECHNO CHALLENGE

NOTICEBOARD

Where to from here? Going forward with education after lockdown Education has been highly impacted by Covid-19 and teachers have had to adapt. They’ve done it with astounding resilience and aptitude, ensuring students are as connected as they can be, getting to grips with a whole new way of educating, and then blending onsite and online learning. With insight from The Mind Lab’s past and present students, we would do well to remember and incorporate the positives that have come from this experience: • Collaboration is key – It is comforting that at a time of isolation, teachers that are thriving have shared skills, knowledge, successes and failures. And even more importantly, those who aren’t experiencing success are reaching out to those who are. With blended onsite and online learning, collaboration should be even more evident, with teachers even sharing classes as some teach students in school, and some teach students online. The teaching community is kind, open and supportive, we should work hard to keep it that way. • School is as much about connection as it is education – All-in online sessions have become more about checking in and reporting back than teaching. Learning guides and activities are posted for students to complete at their own pace, while digital face-to-face sessions are becoming vital social interaction spaces.

• Teachers have been given agency – Even with collaboration and support, individual teachers have had to make decisions on a case-by-case basis for each class and even each student. The Mind Lab graduates have spoken of the confidence their learning has given them in their ability to know what they’re doing, why they’re doing it, and why it will work going forward. Let’s use what we have learned as our starting point going forward. Let’s keep the collaboration, the vital connections and the agency – both ours and that which we have given our students. Here at The Mind Lab we’ve been amazed, but not surprised, at the courage, resilience and passion our kiwi teachers have shown over the last six weeks. BY THE MIND LAB TEAM.

“It’s educated me that we can be learning alongside our students, we can learn with them, we don’t actually have to have all the answers” – The Mind Lab graduate Jo Apperley, IT Specialist Teacher at Sherwood Primary School

Join our community of life-long learners with our Postgraduate Certificate in Digital & Collaborative Learning. Find out more at themindlab.com

INTERFACE 99 MAY 20

New resources help to overcome the tyranny of distance learning ETV offers free access to video content, and partners with ERO, Ministry of Education and TVNZ to set up student channels Home Learning TV and Papa Ka-inga TV. Absence, as they say, makes the heart grow fonder. But when your students aren’t present in front of you how do you keep them engaged and enthusiastic?

Online resources and distance learning have never been so pertinent, so how does the vast library of TV, film, documentary, and online content help teachers and students?

In New Zealand’s Alert Level 4 and 3 lockdown environment, several groups have collaborated to provide teachers and students with resources and support. Since late March, ETV, ERO, MoE and TVNZ have worked together to launch Home Learning TV and Papa Ka-inga TV, which are broadcast free to air for students from Monday to Friday, 9am to 3pm.

Perhaps the best answer comes from Rachel Toy, a teacher at Forest View High School in Tokoroa, who commented: “As a new user of ETV, I have found this to be such a wonderful and valuable resource to my online teaching. I needed a way to keep my students connected and to keep the learning as rich as possible.

ETV has made its entire catalogue of video content available for ERO and Ministry staff to search for and evaluate content for broadcasting. This is especially important for the many thousands of students who are without a suitable device or who have no internet connection to facilitate online learning. In addition, any school that is currently not an ETV client can have free access to the ETV catalogue (including a free temporary Screenrights licence) for at least the duration of the current national emergency.

COMPILED BY MARTIN DREW, GENERAL MANAGER, ETV.

ENJOY A FREE 3-MONTH TRIAL If you would like a free 3-month trial of ETV, contact free.trial@etv.org.nz or 0800 GETETV (438388)

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Facilitate online learning

“Other colleagues are using ETV for connecting our senior students to a new resource, which is giving them a greater understanding of the NCEA standards and assessments that they’re completing.”

NOTICEBOARD

New museum resources support teachers and students across NZ MOTAT.Fun has been launched to support teachers and families in successfully delivering remote learning experiences for young Kiwis. The roll-out of remote learning across the nation is a historic first and, as part of Auckland’s education landscape for more than 55 years, the Museum of Transport and Technology (MOTAT) has set up MOTAT.Fun, to help teachers and students through this testing time. It offers content with differing levels of support, ranging from student-centric STEM activities that fit easily into existing lesson structures, to full lesson plans, with information sheets, guided activities, downloadable worksheets, as well as access to MOTAT’s online collection database with its 85,000 heritage objects. • Inventions and Innovations – Take a virtual tour through MOTAT’s Get Smart exhibition and try out the online research tool to uncover more information about a favourite invention. • A Toy’s Life – Understand the different types of toys, research historical playthings and discover why toys are so important. Then take your ideas, and design and create your own toy! • Aotearoa’s Awesome Aviators – Learn about aviation innovators Richard Pearse, Jean Batten, and Sir Keith Park, then test your aerodynamic skills by making your own paper plane. MOTAT is also preparing to offer MOTAT Educator-led online workshops. These will be free to access via Zoom. They will follow MOTAT’s popular face-to-face onsite programmes and come with post-workshop activities. Among the first workshop offerings are: • Communications: Explore communication artefacts and developments, including Morse Code, Braille, Semaphore flags, typewriters, cameras, and audio equipment.

• Hangarau Technology in Aotearoa: Learn how crops were grown, and food was stored and cooked. See how to use a traditional Maori drill, how birds and rats were trapped and explore other traditional activities and pastimes. • Inventions and Innovations: Explore a range of inventions and experience how they have helped to improve our way of life. Despite the museum’s doors being closed for the first time in its history, MOTAT is determined to support educators during this challenging time. TO LEARN MORE ABOUT MOTAT’S EDUCATION OFFERING, INCLUDING ONLINE WORKSHOPS, PLEASE CONTACT JULIE.BAKER@MOTAT.ORG.NZ

Teacher joins volunteers to 3D print protective face shields

A HUGE SHOUT OUT TO KAPITI COLLEGE TECHNOLOGY TEACHER MARTIN VIEREGG, WHO HAS BEEN ONE AMONG A NETWORK OF VOLUNTEERS USING 3D PRINTERS TO PRODUCE PROTECTIVE FACE SHIELDS AND DELIVERING THEM TO MEDICAL CENTRES DURING THE COVID-19 LOCKDOWN.

+ A Partnership For Good SCSP resources are now available FREE for teachers and students in ETVâ&#x20AC;&#x2122;s Open Library. Access and use more than 160 videos addressing Mental Health Cyber Education Fire and Emergency Education

Student Leadership Sexual Health and Relationships Early Childhood

Students are often reluctant to ask questions in front of their peers, but will readily engage with video content in the privacy of their own homes. For more information or to access a free trial of ETVâ&#x20AC;&#x2122;s entire catalogue for at least the duration of the current National Emergency, please email martin.drew@etv.org.nz or call 0800 438 388.

COVID-19

What can we learn from the lockdown? INTERFACEONLINE.CO.NZ

Educators rising to the challenge and delivering digital learning. Increased engagement and more agency from students. Can we take the best of remote learning that the lockdown has thrust on us and integrate this into a new normal in education, asks David Kinane. For a few of us, preparing to teach during a lockdown or teaching remotely is not a new experience. Back in 2009, the school where I was working had a student return from Hong Kong during the height of H1N1 outbreak there. The student and their family went into self isolation and the school itself prepared to go into lockdown. The tools available to us then to facilitate remote learning (I taught the staff how to use blogs and Dimdim, a collaboration tool that ceased to be in 2011), as well as the internet speeds are all long distant memories. The best we could hope for then was asynchronous learning at little better than dial-up speeds. Google Classroom, Hapara, Microsoft Teams, Zoom, Seesaw, and the like, were all just twinkles in their creators’ eyes. Elsewhere, initiatives like FarNet and OtagoNet have been providing remote learning to secondary students for some years via video conferencing technologies. So, for some, preparing for lockdown in 2020 already had some history.

Unexpected outcomes

Of course, the difference this time is that everyone is in lockdown and all teachers have had to provide remote learning to their students. This has presented all kinds of challenges and unexpected outcomes for all of us. Fortunately, the rapid advances of digital technology between 2009 and today has allowed us to more easily prepare and deliver a varied range of learning opportunities for students during our weeks in Covid-19 lockdown. For many, this has presented all kinds of personal challenges. Today, student access to devices at home is more universal, online services have exploited the increased internet speeds making multimedia remote learning and high-defintion audio and video conferencing learning an easy reality. The end result is that we have been able to transfer our teaching online with little loss in the quality of our synchronous interactions with our students.

Easy transition

As an accredited PLD provider, I have been supporting schools and teachers through the lockdown. During this time, I have had the great pleasure to work with and observe many teachers, some of whom were initially daunted by the prospect and challenge of teaching their students remotely but ultimately rose to the challenge. Those teachers who had already been using technology like Hapara, MS 365, Google Classroom, etc., confidently in their classrooms prior to lockdown, had all the tools in place to make remote learning an easy transition for them and their students. Their challenge was to use video conferencing tools as an effective teaching and learning tool, and then adapting their existing learning resources to facilitate learning from home, to support parents and students.

Logistical minefield

The biggest growth I witnessed was with those teachers who had only introduced low-level technology activities into their classrooms or those early years teachers for whom providing remote digital learning for Year 1 students and their families was a logistical minefield. These teachers I really salute. They have moved from a point of very low confidence of and familiarity with technology to deliver digital learning, to setting up and enabling quality remote learning opportunities for their students. Necessity, as they say, is the mother of invention and I have seen educators really think outside the box to design and deliver quality teaching to their students from afar. In an article in The Guardian newspaper, the LEGO Professor of Play at Cambridge University has advised parents in the UK, during lockdown, not to turn home into a traditional model of a classroom (bit.ly/legoadvice). He has reminded us all that learning through discovery, or as our early years colleagues already know through play, is a powerful and engaging way for a student to learn and to make sense of the world around a them. And it’s exactly this kind of mind set, combined with technology that I have seen teachers develop and facilitate during lockdown.

Garden obstacle course

For example, one team I worked with devised a Seesaw challenge where the students had to create an obstacle course in their garden using over, under, around, and through actions etc. Once they had set this up, they had to photograph their course and annotate it in Seesaw, stating the over under, etc., elements of their course. Next they had to have someone video them navigating their obstacle course, again in Seesaw. Finally, the students had to then evaluate each others’ courses. It’s easy to see from this, the integrated learning potential for further literacy and numeracy opportunities from what was, on the surface, a fun building and play activity. Other teams have developed observation and classification activities of the local neighbourhood where thier students live that make up part of their daily walking routine in their family bubbles. Suddenly, learning is happening everywhere and at any time, as it does, but lockdown has made this explicit to the children.

More student agency

And what of the students? How has lockdown learning been for them? I think that the key take away for students has been that – despite hearing us talk about learning being a life-long process and that we learn anytime, any place, anywhere – most still think the only place they learn is in a classroom. That is until lockdown.

INTERFACE 99 MAY 20

For them, they have now had several weeks of learning from home, facilitated by their teacher, collaborating with their peers via Zoom, Skype, Hangouts, and Teams. The nature of the tasks designed by teachers, certainly the ones that I have been working with, have taken on a more open-ended and integrated approach. By design, in these tasks there’s more student agency in the ‘when they do’, the way they present their learning and, in several instances, the ‘what of’ their learning, too.

Higher-quality outputs

As I have been supporting teachers through this process, we have also been evaluating the students. Many teachers are reporting that their students are more engaged in the work that has been delivered to them. In addition, the students are producing more and their increased engagement with and agency over the learning has led to deeper thinking and higher-quality outputs. The only downside to lockdown learning is the physical/social aspect of learning – or lack of it. The whole-class Zoom meetings that I have been part of, where students who have not seen each other for weeks, have been a combination of chaos and joy. The students have truly been isolated and have really missed their friends. Equally, it has been interesting to watch the group dynamic work out communication etiquette of a Zoom meeting to minimise the chaos and maximise the communication, all facilitated by the group.

in class and also inject more student agency into the routines of a physical learning space. Many teachers were already doing this, prior to lockdown. However, lockdown has been universal, so why should integration and genuine student agency not become a universal norm at the end of this period for every student, as well?

Educational sense

By continuing at least to design and deliver all teaching content via tools such as Microsoft 365, G-Suite Hapara and Google Classroom, etc., teachers will no longer have to cater for those students who, for whatever reason, are not in class on a specific day. All learning will be available to all, at all times, irrespective of their location. Indeed, continuing to use tools like Zoom in class whilst running a conferencing session, and crucially recording it, makes sound educational sense. Posting the subsequent recording to a class portfolio or blog will allow teachers to provide asynchronous learning support to their students who need to have exposure to that lesson again at a time that suits the student for revision, for practice for scaffolding.

Take the best

The technology that has enabled us to deliver remote learning, even enhance our learning design, has been available to us in its various evolving iterations for a while now, so has the pedagogy that supports it. The difference, due to the Covid-19 enforced lockdown, is that we have all been exposed to these technologies and been required to adapt our pedagogies to meaningfully integrate them. We have seen their potential to facilitate quality learning opportunities.

The process of delivering activities digitally to students and letting them decide the order in which they complete them, could continue

DAVID KINANE IS AN ACCREDITED, CENTRALLY-FUNDED FACILITATOR FOR DIGITAL FLUENCY PLD AND FOR DIGITAL TECHNOLOGIES/HANGARAU MATIHIKO CURRICULUM PLD. DAVID@DAKINANE.COM

So, what of the future as we come out of lockdown? Do we go back to Professor Hepell’s ‘tyranny of cells and bells’ or can we take the best of remote learning that lockdown has thrust on all of us and integrate this into the daily routine of our physical learning environments? Through necessity we have had to create more open-ended and integrated learning opportunities for the students. And from the feedback and observations I have made, students have risen to this challenge. So why not continue this model in class?

The lockdown has given students a lot to be thankful for, too. During this time, they have understood and experienced that learning happens anywhere and at any time, that they are active not passive learners and that they can and should have agency over their learning. Before lockdown ends, let’s reflect on its positive impact on our pedagogies, student attidudes to their own learning capabilities and then pledge to make those changes permanent.

DIGITAL RESOURCES

Ways to learn remotely with Microsoft With the Covid-19 lockdown creating unprecedented remote learning challenges for teachers and students, Microsoft has a range of online resources and ideas to help education continue outside of the normal classroom environment, writes Sam McNeill. Learning online can be just as personal, engaging and socially connected as learning in a classroom. Students and educators can stay in touch and help each other using conversations, and can feel like they are meeting in person using live meetings. Educators can track student progress in their daily work. No one needs to feel out of touch. Many students who learn online say they feel they have more of a voice, and they feel more connected to their educators and peers than they did in the classroom. Maintaining student engagement and focused learning can be a challenge, especially for those moving to remote learning for the first time. Educators and parents need support to help make this work. To help, Microsoft has created a ’Remote Learning Guide for students and parents’ (bit.ly/msremotelearningguide). For Educators, tools like Flipgrid, Skype in the Classroom (education. skype.com) and Minecraft:Education Edition can also help to mix up the day and give students ways to communicate and demonstrate learning in new ways.

Microsoft Teams

While there are a huge amount of tools inside of Microsoft 365 for Education, perhaps the most ‘in demand’ in times of remote learning is Microsoft Teams and the great news is this is available at no cost as part of the A3 Education offering from Microsoft. Probably the best place for educators to start is the online guide ‘Get started with Microsoft Teams for remote learning’ (bit.ly/getstartedwithmsteams). Microsoft Teams is a digital hub that brings conversations, content, assignments, and apps together in one place, letting educators build collaborative class spaces and create all-in-one learning environments.

TEAMS BREAKOUT ROOMS FOR EDUCATION

Within Teams, educators can converse with students, share files and websites, create a OneNote Class Notebook, and distribute and grade assignments. School administrators and staff can stay up-to-date and collaborate using Staff Teams for announcements and topical conversations. FREE WEBINARS – FOR HELP AND GUIDANCE IN USING MICROSOFT TEAMS AND SHARING THE REMOTE LEARNING EXPERIENCE, FREE WEBINARS AND ON-DEMAND RECORDINGS ARE AVAILABLE AT MICROSOFTTEAMS.EVENTBUILDER.COM/TEAMSEDUCATION

Remote learning with Flipgrid

Flipgrid (flipgrid.com) is a free, simple way to foster short videobased discussions on classroom topics – and supports SSO with your Office365 username/ password. Educators, learners, and families can use Flipgrid to stay connected and share Remote Learning on Flipgrid learning experiences. Flipgrid is a free, simple way to foster short video-based discussions on classroom topics. Educators,

learners, and families can use Flipgrid at school or at home to stay connected and share their continued learning experiences. Any educator can sign up at www.flipgrid.com.

CHECK OUT A SIMPLE, ONE-PAGE GUIDE (RIGHT), REMOTE LEARNING WITH FLIPGRID (BLOG.FLIPGRID. COM/REMOTELEARNING) FOR ALL THE INFORMATION YOU NEED TO GET STARTED.

Free access to Minecraft: Education Edition

Educators

Students and Families

Get Started in 5 minutes

Share Your Voice in 2 minutes

1. Create a Grid for your classroom or group.

1. Click the Flipgrid link or enter the code from your

2. Post a discussion Topic to get started and add more Topics over time.

3. Share your Flipgrid link or code with students.

educator at www.flipgrid.com.

2. Log in with your school email or ID from your educator. 3. Tap the Green Plus to record your video.

Tips for Engaging Students and Families PreK to Middle School

High School

University

Family Learning

• Daily learning reflections • Reading and book talks

• Daily video journal • Project presentations

• Digital office hours • Socratic discussions

• Reading together • Family interviews

• Fluency and phonics

• Persuasive debate

• Project-based learning

• Shared physical exercise

• STEM thinking • Project demonstrations

• Language learning • Peer review

• Social presence • Research presentations

• Messages of positivity • At-home experiments

Explore 12,000+ ready-to-use topics in the Flipgrid Discovery Library. Follow @Flipgrid for more ideas from your peers! Flipgrid works on all browsers and is available for free on iOS and Android.

All state/state integrated schools have free licensing to Minecraft: Education Edition thanks to the Ministry’s M365 A3 deal with Microsoft, through to the end of the current agreement on 31 December, 2021. Microsoft has also compiled a special Minecraft Remote Learning Toolkit (aka.ms/remote-learning-kit), which includes more than 50 lessons, STEM curriculum and project-based learning activities, so educators can use Minecraft: Education Edition with their students whether they are in school, at home or in another remote learning environment.

SAM MCNEILL DEMONSTRATES HOW TO MANAGE BREAKOUT ROOMS INSIDE OF TEAMS IN AN EDUCATION CONTEXT BY USING CHANNELS AND MEET NOW.

Features like classroom multiplayer allow students to collaborate on projects in their Minecraft worlds, building, planning, learning and even chatting as they work together. Download the how-to guide for using Multiplayer Mode (aka.ms/multiplayerguide).

INTERFACE 99 MAY 20

IN FEBRUARY, MICROSOFT HONG KONG TODAY LAUNCHED ‘#FUTUREREADY LIMITLESS LEARNING’ PROGRAMME TO ENABLE REMOTE TEACHING AND LEARNING ACROSS THE WHOLE TERRITORY. IT IS HELPING TO SUPPORT AND SET UP COLLABORATIVE TOOLS, SUCH AS MICROSOFT TEAMS, AND RUNNING A SERIES OF TRAININGS TO EMPOWER LOCAL EDUCATORS TO CONDUCT LESSONS ONLINE. AS PART OF THE PARTNERS IN LEARNING (PIL) INITIATIVE, 50,000 TEACHERS AND 800,000 STUDENTS FROM ALL 1,000 PRIMARY AND SECONDARY SCHOOLS IN HONG KONG CAN USE MICROSOFT 365 EDUCATION.

“Distance learning requires students to be engaged in content in news ways,” said educator and Minecraft certified trainer Becky Keene. “As they work remotely, they need to have activities and environments that motivate them to learn. Minecraft supports almost any content area, and students can show me their learning without missing a beat!” Mark Henkels, a Minecraft educator, added: “It’s the social interaction that really is a major part of why the game is so popular and great. And that social interaction is what makes the game such a great educational environment.”

The ultimate Minecraft: Education Edition Guide – Getting started I get asked almost on a daily basis what needs to be done to get Minecraft:EE up and running. So, I’ve written a blog post – and update it regularly – to answer this question. It’s mainly as bullet points to show just the key information and make it quick to read. READ THE BLOG AT BIT.LY/MCNEILLMINECRAFTGUIDE

Remote learning with Minecraft: Education Edition across the internet

Historically, Minecraft: Education Edition was only playable across the Local Area Network (LAN). However, with the launch of Join Codes this has opened up internet play as well. Simply sharing the code is sufficient for a guest user to enter a world, but the host does need to take some steps to allow this, which comes down to something called ‘port forwarding’.

TIPS FOR HELPING STUDENTS STAY ENGAGED Stay healthy and charged: Learning from home can be a new experience for students. Encourage them to take breaks between lessons to stretch, hydrate, or just unplug. Stay focused: Find a quiet place where they can focus on lessons with minimal distractions. Stay connected: Not seeing friends face-to-face can be hard for students. Help them adjust by encouraging them to schedule a virtual lunch session for classmates to stay connected. Motivate your class: Use Teams to encourage joyful challenges throughout the week by creating a ‘Fun Activities’ channel. Recognise your students by sending them praise in the channel, inspiring more of them to participate. Bring lessons to life: Make a lesson interactive by enabling ‘Whiteboard in Teams’ during a live lesson. Have students come up to the whiteboard and solve a math problem or demonstrate their art skills, just like they would in a physical classroom. Connect with students individually: It can be difficult to gauge how students are doing without seeing them in person, so connecting individually is very important. You can support students 1:1 in a chat, creating a safe space for students to ask their questions and get the extra help they need. SOURCE: MICROSOFT’S EDUCATOR COMMUNITY

DIGITAL RESOURCES

The team at Minecraft: Education Edition have posted a great PDF guide to multi-player gaming. I’ve also explained it all in a blog guide at bit.ly/minecraftinternet

Online learning with MakeCode

Microsoft MakeCode (makecode.com) is a web-based environment for learning to code with physical computing devices, such as the micro:bit. It runs in any modern web browser. MakeCode offers both a Block editor and a JavaScript editor to create programs, with the ability to convert back and forth between the two, as well as a simulation of the physical device, so students can edit and test their programs even if they don’t have a device.

mscheckins) can help members of your school community feel heard, valued, and connected during remote learning. A Microsoft Forms template (aka.ms/check-in) can help you check-in with students and provides a digital space where they can practice reflection and self-expression. You can customise the template by editing the title, description, questions, and answer options.

Don’t forget the parents and guardians

At times like this, it’s natural to focus and concentrate efforts on educators and students when it comes to remote learning, but don’t overlook the role of parents and guardians as well. ‘Distance learning with Office 365: Guidance for parents and guardians’ offers help and advice for parents in understanding how Microsoft 365 supports remote learning (bit.ly/msremotelearningguide).

In the online learning section (makecode.com/online-learning), there are multiple, self-paced tutorials and projects students can complete on their own, including: MakeCode for the micro:bit: Engage in making and physical computing with the micro:bit – a small programmable device with lights, buttons and sensors. Even if you do don’t have a micro:bit at home, you can use MakeCode with the simulator. MakeCode Arcade: This is a retro, 1980s style arcade video game development platform where students can quickly and easily design their own game characters and build their own games in both Blocks and JavaScript. MakeCode for Minecraft: Education Edition (minecraft. makecode.com). Use MakeCode for Minecraft to program mini-games, automated builds, and change gameplay behaviour in Minecraft.

Join the Microsoft Enable Remote Learning Community

To support remote learning in schools, the Microsoft Education team has created an open global community for academic institutions to connect with each other and Microsoft education experts, on best practices, tips and tricks, and personal learnings on how to enable distance learning for schools. MORE AT AKA.MS/JOINREMOTELEARNINGCOMMUNITY/

Check-in with students

Emotions can have a big impact on learning and wellbeing. Switching to remote learning can make expressing and understanding emotions a little trickier. Check-ins (bit.ly/

It’s super important that communities come together at this time to support each other, support our wonderful educators and school leaders and ensure that our students are feeling loved and supported during these rapidly changing times. Office 365, Teams, and other app experiences can help bridge the communication gap between educators, students, parents, and guardians, and can enable online connections and key learning outcomes when the physical classroom isn’t an option. SAM MCNEILL IS A EDUCATION SOLUTION SPECIALIST AT MICROSOFT NEW ZEALAND. FOR A FULL SELECTION OF MICROSOFT REMOTE LEARNING RESOURCES VISIT VISIT SAM’S BLOG AT BIT.LY/MCNEILLULTIMATE

We’ve teamed up with Microsoft and MOTAT to bring you TWO awesome Minecraft competitions: • Students – Your challenge is to ‘Build a Better Future’ by coming up with a creation in Minecraft that helps to protect our environment. From tackling pollution to fighting climate change to sustainable living, the choice is yours! • Teachers – We know you’re doing awesome things with Minecraft: Education Edition. Write a lesson plan showing how you are successfully using it in the classroom.

There are some awesome prizes up for grabs – including laptops, robots and action cams – as well as bragging rights as the best Minecrafters in New Zealand!

Entries close Monday 29 June (last week of Term 2). For full details and entry forms go to interfaceonline.co.nz/minecraft2020

More on Minecraft: Education Edition at education.minecraft.net

COMPUTER CODING

Spark some learning and fun with sensors Looking for tools to engage students with physical computer programming in an affordable and extendible way? The gator:bit board, alligator cables and sensors may be just what you’re looking for, writes Troy Smith. These days, at the heart of many digital projects in schools is the super-powerful, easily accessible and highly extendible micro:bit. Developed by the BBC, this is a programmable mini-computer that’s designed specifically for education.

health and cooking. Scales are also sensors, and if you’re like me during the lockdown, they’re not always your friend. Some sensors have changed our lives, like facial recognition, voice control and every soon-to-be parents’ favourite, the ultrasound.

It’s small (43mm × 52mm), comes with 25 LEDs, two buttons, Bluetooth, USB, XYZ accelerometer and a compass, and is super easy to use. There are plenty of tutorials on using micro:bits to get teachers started (you’ll find some at micro:bit.org). But once you’ve done the basics and mastered ‘Rock, Paper, Scissors’, I see many posts on social media asking what next? What else can you do with it?

Taking this one step further, using sensors in projects allows students to interact with the physical world around them. This is sometimes known as ‘Physical Computing’.

What can’t you do?

Well, add some sensors and actuators and really, the question should be: what can’t you do? A sensor is a device that detects events or changes in the environment. We use them all the time. A thermometer is crucial in DAISY CHAIN: COMBINING NOISE AND ENVIRONMENT SENSORS

The micro:bit has some sensors onboard. The accelerometer and compass are ones that you may have already used. If not, have a go with one of the tutorials. Not only are they great fun but also it’ll get you familiar with the concept of sensors before you start using external ones. Probably the most straightforward sensor to use is a thermometer. Students can find out how hot it is in the classroom, something everyone was talking about at the start of the year. Or use a waterproof one to monitor the soil temperature of plants or the temperature of an experiment in class.

Introducing SparkFun’s gator:bit

Designed by SparkFun, the gator:bit is a breakout board for the micro:bit that allows students to develop their ideas using alligator cables for fast connections. No messy breadboards or not having the right plugs or soldering. It has five addressable LEDs and a built-in speaker (buzzer) to bring some light and sound to any project. The speaker can be an actuator, although technically it’s a transducer because it converts electrical energy into soundwaves, so it makes something move. You could set off an audible alarm if the temperature gets too hot or too cold. Or maybe even hook up a servo motor to the system and have the windows in your classroom open and close depending on the temperature. There are lots of options and you’ll find it’s not too hard to do, specially following the instructions from INSERT: MICRO:BIT the WITH GATOR:BIT SparkFun tutorials.

WIN A SparkFun gator:science Kit.

See page 37.

INTERFACE 99 MAY 20

STEP-BY-STEP: SPARKFUN TUTORIALS EXPLAIN ALL.

Grab a gator:scence Kit

As part of SparkFun’s gator:bit series of alligator-clippable accessories, the gator:science Kit has seven sensors to get you started – and is designed for all users, from beginners to pros. Inside, along with a gator:bit board, 10-pack of multi-coloured alligator cables, and microSD Card (1GB) and USB Reader, you’ll find:

SparkFun gator:science Kit for micro:bit

• gator:microphone audio board; • gator:UV ultraviolet sensor; • gator:soil moisture sensor; • gator:environment CCS811 and BME280 sensor; • gator:particle biometric sensor; • gator:RTC (real time clock); and • gator:log data logger. This all-in-one kit makes it easy to add sensors to micro:bits in the classroom or educational setting.

Connecting your first sensor

The sensor board requires just the positive and negative power, traditionally Red and Black wires are used, and another two cables for the data. The sensor board uses a technology called Serial Peripheral Interface (SPI), and the other two cables are for SDA, the data pin and SCLK, the clock pin. Don’t worry if you don’t know what these things mean (unless you are at NCEA level, in which case it would be good to do some research!). In short, it’s a little like connecting a device to your computer with a USB cable, except here you have connected each pin individually, if you like, just imagine it as one cable. You can join other sensors by daisy-chaining them together. In the example opposite, we have the environmental sensor and the noise level sensor, allowing us to measure how noisy a classroom gets, as well!

Programming your device

SparkFun has provided an extension for each of the gator:bit components that make it much similar to use. An extension adds instruction blocks, and magic in the background, so you can just drag and drop your code. If you don’t want to get too far into the code, don’t worry you can just download the completed programs, and upload the .hex file to your micro:bit. Then start monitoring how hot and how noisy it is in your classroom. TROY SMITH IS AN EXPERT IN DIGITAL TECHNOLOGY EDUCATION FROM LEARNING DEVELOPMENTS, WHICH SUPPLIES PRODUCTS AND PROFESSIONAL DEVELOPMENT TO NEW ZEALAND SCHOOLS. FOR MORE INFORMATION AND LINKS TO RESOURCES AND TUTORIALS GO TO LEARNINGDEVELOPMENTS.CO.NZ. OR FOR ADVICE AND SUPPORT CONTACT TROY.SMITH@LEARNINGDEVELOPMENTS.CO.NZ

LEARNINGDEVELOPMENTS.CO.NZ

SOCIAL MEDIA

INTERFACEONLINE.CO.NZ

How social should you be in your teaching? Few would argue that social media is part of modern-day life – however, there’s more debate when asking if it has a place in the classroom. Is it a frivolous timewaster or are there tangible ways it can be used to enhance your teaching and students’ learning? INTERFACE investigates.

NETWORK POST COLLABORATION ENGAGE FOLLOW INFORMATION

INTERFACE 99 MAY 20

If you are on social media, and you are not learning, not laughing, not being inspired or not networking, then you are using it wrong. Germany Kent author and social media expert

What’s the first thing that pops into your head when you think about ‘social media’? Collaboration and networking? Timewasting and trivia? Presidential tweets? The good, the bad and the ugly. Facebook, Twitter, Snapchat, and Instagram – these are words that really do mean different things to different people. Likewise, the prospect of teaching with social media may be alluring or repellent (or perhaps even a bit of both at the same time) depending on your understanding of the processes and your dealings with it. But, putting personal experiences aside for a moment, does social media have a place in the classroom? Can these sorts of apps really contribute in a positive and meaningful way to teaching and learning?

What exactly is social media?

Well, for starters, social media is not any one thing – it’s a range of technologies and networks, for sharing different interests, information, and ideas, with some overlap in-between. Most people will be familiar with Facebook, Twitter, and LinkedIn. These are what can best be described as ‘social networking’ sites that help us to connect with friends and family, colleagues and communities. Instagram and Snapchat are similar but with a focus more on image sharing. Sites like Yelp and TripAdvisor are more what would be called ‘social reviewers’, displaying comments from community members about all sorts of situations and experiences – from holidays and restaurants, to products and customer service. Video hosting plays a significant part in social media. YouTube has revolutionised the way we watch, create and think about video, along with apps like Vimeo, Wistia and Twitch. In fact, YouTube is the second most popular search engine (after Google), processing more than three billion searches a month. Blogs are another form of social media, like Tumblr, Edublogs and Medium, and not only give people a space to express their thoughts but also help to connect them with others. While discussions can easily start on Facebook or Twitter, sites like Reddit and Quora are specifically designed to spark a conversation. Anyone is free to ask a question or make a statement, and this attracts people with shared interests and curiosities.

LIKE: TRANSPARENCY Keep everything out in the open and invite parents to join groups, so they can follow along with and see what students and teachers are posting.

The case for

On the face of it, there’s much to like about social media and the many positive attributes and outcomes it has to offer. In the ‘pro’ corner, the things in its favour include: • Increasing engagement; • Enhancing collaboration; • Posting and sharing information; • Making learning more fun and enjoyable; • Connecting with students, parents and colleagues; and • Promoting the importance of good digital citizenship skills.

Things to consider Now, that may all sound just peachy and you’ve reached the point where you think social media could have a role to play. But what next? The journey to using social media in your teaching should begin with careful consideration of several issues. Some of the first questions to ask yourself should be around the likes of: • What are the benefits you expect to your teaching? • How will it improve your students’ learning outcomes? • How much of a learning curve will it involve? • Who will you ask for help and guidance?

CAREFUL AND SAFE Once you’ve thought these through, there are still some potential bumps in the road to navigate. Some of the possible challenges to think about are:

SOCIAL MEDIA

Check out these 10 great ways to use social media in your classroom

Share messages and information with a Facebook page. Have students follow the class page and use it to post updates, share homework assignments and encourage discussion.

Use a Twitter feed for class discussions. Tweet reminders for project due dates, send inspirational quotes, and share helpful links. You can also create chats around a specific hashtag.

Create photo essays with Instagram. Students can use photo-sharing app Instagram to display images and graphics, or for digital storytelling.

INTERFACEONLINE.CO.NZ

Collect resources on a Pinterest board. A Pinterest board can be used to prepare and organise resources, lesson plans, images, and worksheets. Create boards according to class or subject, and create sub-topic boards for projects or types of resource.

Connect with other classrooms. Whether itâ&#x20AC;&#x2122;s a class the other side of town or the other side of the world, use social media feed to connect to other teachers and students, expanding learning, language and cultural exchange opportunities.

Follow famous people. Many well-known people and experts are on Twitter. Have students follow someone related to what they are studying, such as scientists, authors or politicians.

Scavenger hunts using Messenger. A messaging app can be used to post clues and proof of finding locations, as students progress around a scavenger hunt or orienteering-style course.

Record and display student work with a digital portfolio. Capture and share classwork, send messages, reward students, and encourage parent feedback with online portfolio tools like Seesaw and ClassDojo.

Set up interest-based Facebook Groups. It could be for sports teams and other extracurricular activities, different departments, even alumni groups, set up a Group for those with a common interest.

10.

Communicate in a crisis. Keep students, parents and staff informed and updated in an emergency situation by setting up alerts through messaging apps.

INTERFACE 99 MAY 20 • Social media can be a distraction; • Monitoring usage can be difficult, especially for larger groups; • Taking away from face-to-face interaction; and • There’s always the potential for misuse, such as posting harmful or inappropriate content. Using social media in your teaching is not just a matter of plug-in-and-off-you-go. If it’s going to be a positive presence in

USING SOCIAL MEDIA TO CONNECT WITH YOUR COMMUNITY On TKI, there’s a guide offering schools starting points to support planning for, getting started with, and using social media with their students and communities. It also offers advice on policies and procedures, managing and monitoring, and other resources, which include examples of schools and teachers using social media apps, among them:

DISLIKE: SHARING PERSONAL INFORMATION Keep your personal profiles private. Create a separate, ‘public’ teacher profile for connecting with students or sharing academic-related content.

your classroom, it must be done carefully and in a safe manner. To achieve this, start by looking at: • Implementing acceptable agreement policies; • Setting clear guidelines for class usage; • Security and profile management; and • Integration with curriculum. But there’s nothing really new here. These are the sorts of issues you’ll be dealing with every day anyway when using digital tools with students.

Connecting with the community through social media: Rosin Lamb, Communications Manager at Pakuranga College, in Auckland, explains how they use a number of social media tools to manage various communications channels, and how the school works with parents to help them understand how social media can support community engagement.

Choosing your app

There are many social media apps out there. Each offers slightly different ways to operate and the type of content to be used. If it’s images, Instagram and Snapchat may prove ideal; for short and concise messaging, Twitter’s 280-character limit could suitable. There are several suggestions in this feature. Search online for examples; ask colleagues what they’re doing; challenge students to come up with ideas – or just give some a try and see how they work out.

LIKE: ACTIVITY-SPECIFIC ACCOUNTS Students can create accounts for a particular class, subject or project, and delete them when the course is over (if they swish). Teachers can set up an account for a class/room and reuse it every year.

Real-time reporting as a reflection and learning tool: Bridget Baker, Art teacher at Ra-roa Normal Intermediate School, Wellington, shows how she uses moment-in-time assessment, taking little snapshots to capture the children’s understanding as they progress through a project. Students set a personal goal and document their growth in Seesaw.

Social media can be a great option when it comes to interacting with students. Not only is it something our digital natives are generally very familiar with anyway, but also incorporating it into your lessons, can make them more interesting, relatable and engaging for young minds. The truth is that, for any teacher wanting to broaden connections with students through different teaching strategies, social media had the potential to be an incredibly useful tool that’s conducive to many facets of modern learning. Things like collaborative planning, resource sharing, communication, and networking all combine nicely with social apps. Of course, there are caveats and it pays to do your homework on the subject before diving in. But maybe that’s half the fun! COMPILED BY THE INTERFACE TEAM.

Connecting learning and the community: Teacher Nicki Fielder and students from Apiti School, Manawatu, demonstrate the different social media tools they use to connect with parents and the wider community. These include student blogs on a Weebly website and a school YouTube channel to store student videos. Access the guide at bit.ly/tkisocialmedia

SOCIAL MEDIA

Pushing the boundaries of the library with a Facebook page BY PENNY WALCH, SOUTHWELL SCHOOL I have been in the Library for roughly five years (having worked at Southwell School for almost 20 years, in various roles, including as a classroom teacher). I have dabbled in a Library Facebook page for quite a few years now, after gaining the permission of the then Head back in 2014. It was a bit scary as I wasn’t really sure what I was doing or even what the aim was of having a Facebook page. Not only that, but I was constantly aware of the fact that I work with primary and intermediate school students, who shouldn’t actually be using social media! I decided that I would target our parent community and so popped the link in our school newsletter every now and again to see who would check it out. It was a very slow start and I remember being very excited when we hit 100 likes after probably two years or so. We now have 403 likes and 427 followers (although, if I’m honest, I’m not quite sure of the difference). The majority are parents, ex-parents and teachers, as well as the odd librarian from around New Zealand – and even one or two in the UK.

Reviews and articles

I post book reviews, the nature of which have changed over the years. I’ve moved from being quite brief (usually a question of time) to doing slightly more comprehensive reviews, which seem to get more comments and likes. We’re definitely not talking influencer status, but if I can engage one person with a post then I’m happy. I also post links to reading-related articles that I think people might appreciate, photos of things happening in the library (this is always very popular), as well as the odd funny. I feel that this has been trucking along nicely for the library profile. However, at the start of this year, I started listening to a podcast (School Librarians United) and the host was constantly referring to her guests’ Twitter and Instagram handles. I decided in January that I would give both a go. I had my own (barely used) Twitter and Instagram pages but decided to create library pages on these platforms, as well. In my head, I saw the Twitter profile as reaching out to other education professionals, while I thought the Instagram profile might get a few likes from parents who liked the Facebook page. I found an app that can post to all three simultaneously and just started to post as if I was on Facebook. I am now about two months in and it has been fascinating.

Good online behaviour

Twitter barely gets a single like on each post (and that’s usually from our lovely local National Library rep) but Instagram is taking

off. Most of the followers are recently departed students, as well as quite a few of our own current pupils. This is something I’m quite conscious of. Should I be promoting our library via social media to students who aren’t even meant to be on social media? Part of me says ‘no’ but a bigger part of me sees it as a great way to model good online behaviour and to keep our teens interested in libraries, and therefore reading. If a student follows the Library I do follow back. I figure they can choose to accept that request or not. It did occur to me that they might be worried that I could ‘spy’ on them but quite frankly I don’t have the time or inclination to do that. I imagine if they have something to hide, they won’t be liking the Library in the first place!

Connecting with authors

Moving forward, I now must think about what I post onto each platform. Twitter may become more of a way for me to connect with other school librarians and possibly authors. I know there are librarians out there who put their students in touch with authors via Twitter and this does interest me. But again, I would have to take a considered approach as our students shouldn’t actually be accessing Twitter via their own profile. I would love to think that the connection via Instagram with our past pupils helps some of them to continue to see themselves as readers. I do know that many of them go from our library to their high school library and become disappointed with what’s on offer. I like the idea of building a community of readers beyond the school, where people can feel safe and maybe even get some new ideas. It’s all a work in progress but I am super excited to keep pushing out the walls of our library to include more than just our current community. The great thing is that this is so easy to do once it’s all set up. PENNY WALCH IS A TEACHER-LIBRARIAN AT SOUTHWELL SCHOOL. YOU CAN FOLLOW PENNY AND THE LIBRARY AT FACEBOOK.COM/SOUTHWELLLIBRARY/, @SOUTHWELLIBRARY AND INSTAGRAM.COM/SOUTHWELLIBRARY/

SOCIAL MEDIA AND COVID-19 – AN UPDATE What I have written here was before the Covid-19 lockdown. I believe social media could become even more important when it comes to communication and keeping morale up during this unprecedented period. I have been sharing amazing links to authors who are doing readalouds of their books and I’m still taking photos of our students enjoying our library. I’m finding that interacting with students is an absolute tonic. They cheer me up and keep me focused. And if I can share even a little bit of that via our social media channels, then that’s all good!

INTERFACE 99 MAY 20

Learning Japanese with Snapchat messages BY SHARON BARRETT, TAURANGA BOYS’ COLLEGE. I have been at Tauranga Boys’ College since 2007 and teaching Japanese since 2010. During this time, digital technology has changed the way that students engage with language, without compromising the task-based language learning that is the basis for Languages in the New Zealand Curriculum. Using this pedagogy, successful completion of the task involves successful selection and use of language, for a real-world purpose. When learning ‘directions’ in Year 11, students usually pored over maps, and traced routes with their fingers. Wanting to make the learning meaningful and engaging, I wondered about using messaging app Snapchat, which was popular with students. So, I scaffolded a combination of activities and tasks to allow for practice of the language, while using the app.

TAKING POLLS WITH SOCIAL MEDIA APPS Were your students paying attention during the video they’ve just watched? Did they read the text for homework? Who do they think will win the next election? What’s their favourite sport? Social media apps are designed to be ‘social’ – and that means they can be used to good effect for brief surveys with your class, during a project or presentation, or any number of situations where you’re seeking some fast feedback.

How to make a poll … on Twitter Twitter lets you add a poll to any Tweet as you’re writing it. Start writing the poll question as a Tweet (just as you would normally write any any message), then tap the small graph icon underneath. You can add answers, set the poll’s duration (from one minute to a week), and send it out to your audience.

Lost and found

Firstly, students were divided into teams and given a location in the school. They had to go there, messaging themselves each time they used a direction. In another activity, a ‘Japanese exchange student’ was ‘lost’ in the school and had to Snapchat directions to guide people to him. Lastly, students chose a spot for a ‘package pick-up’ from a Google Maps screenshot of the school and surrounding areas. They wrote a set of instructions in Japanese that they sent to a partner (after first testing their instructions and leaving a small item). Students then had to follow the instructions to get to the location and send a snapchat back with the item describing where they were.

Bonding over jokes

Snapchat worked for this task because I had a small class whom I trusted, and who trusted each other. I encouraged students to create a new or separate account, plus I created a class group. Language skills were developed far beyond the ‘trace the route with your finger’ activity; students worked out how to send messages in Japanese and sent their peers in circles to prevent them guessing the final location. We worked together to overcome technological obstacles, such as how to join students or send group messages. Finally, it was a lot of fun! Snapchats were often hilarious and the class bonded over the jokes they shared. Today, I would probably use an app like TikTok (tiktok.com) for this task. Once students reached the location, they could put together a video describing what they did or where they were and post it for others. If I was trying to keep it ‘in house’ with the G Suite, then Chat would be a suitable option as students could use their school email accounts to send messages and videos.

Poetic licence

I’m sure these tasks could be adapted for other subjects. For example, in English, a piece of descriptive writing or recited poetry could provide the clues for students to find and Snapchat what was being described. Snapchat-based scavenger hunts could also be used in any subject. Technological tools for education are often innovative and engaging. Apart from joining language groups on Facebook, and following relevant Instagram accounts, I’m always looking for new sites and apps to use. Students are always open to something new that has a purpose and provide valuable feedback. Even if you only use it once, you are still a step further along on your digital journey. SHARON BARRETT TEACHES LANGUAGES AT TAURANGA BOYS’ COLLEGE.

Check it later to see the final breakdown of your responses.

… on Instagram Instagram limits polling to ‘Stories’. To make one, snap a new Instagram Story photo or video, and tap the sticker icon at the top of the editor. Select the Poll sticker, then type in a question. It defaults to yes/no answers, but you can customise these. The poll is active for 24 hours (or until you delete the Story). Check the results by re-opening the story.

… and on Facebook Facebook offers the most in-depth options. Start by writing a normal status update, then click the Poll button below the textbox (or on a Page, click the Create a Poll button). Now, add the question/answer choices, and set the duration. (Please note, we couldn’t get the poll option to show on all Facebook accounts we tested.) Even though they can be

INTERFACEONLINE.CO.NZ

BROADCASTING

NEWS makes headlines th with its 1,000 episode Six years ago, the first ever episode of NEWS (News Education Winton School) was aired. Now, more than 1,000 episodes later, the daily programme has become part of school life, becoming both a learning experience for students and creating a fun and engaging way of relaying information to the whole school community. From important notices to reminders, health and safety news to UV index information, updates on sports practices to weather forecasts, and, most importantly, who has a birthday to celebrate, you’ll find it on NEWS, which broadcasts through Winton School’s YouTube channel before morning tea each day. There are two teams of students who work closely together to produce it. Firstly, all our Year 6 students take turns to work alongside Paige Croad, the teacher in charge, to film the episode in Room 11. There are many roles within the filming team, each playing an important part: director, teleprompter, camera person, and presenters.

Before school starts

The director leads the group, ensuring everyone is focused and that things run smoothly in order to produce the news on time and to a

high Winton School standard. The teleprompter is in charge of scrolling the script during filming, so the presenters can follow it and know what to say. The camera person oversees pressing the Start/Stop button at the beginning and end of recording, as well as aiming the camera at the correct angle to make sure we have the best shot. Lastly, there are the presenters, who are the face of NEWS. They read the script and put their acting hats on to become animated presenters. This makes our programmes engaging to watch, just like the news presenters we see each night on television. Each day a different filming team will come in before school starts, set up and record in front of a green screen. This allows us to insert any background that we want to use depending on the time of year or an event that we are promoting at school. The second group is the news editing team. As part of our Senior Leadership Programme, this is a small group of Year 7 students who enjoy writing scripts, editing and working with technology. As well as a weekly planning meeting with the teacher in charge, they write the scripts, edit the raw footage using iMovie, add the finishing touches and upload it onto our YouTube Channel for the school to watch every day. Our NEWS editors are amazing at what they do and make a great team.

Sharing and learning

The way we film and broadcast our daily notices provides many benefits for our students and school. It reduces class disruption by not having to send a messenger around each day with a Notices Book. It provides a fun and engaging way to share important messages around the school and it offers great learning opportunities for students to grow and develop their own personal skills.

DEBUTANTS: AMEDEE AND GEORGIA PRESENTING THE FIRST EPISODE IN 2014.

The NEWS show also helps to build self-confidence with students’ oral language. Typically, they’re quite nervous at first when speaking in front of a camera. However, over the course of the year, their confidence grows, which is reflected over time in their presentations. Working in teams builds collaboration skills, especially for those who might not normally choose to work with certain people. Students are also exposed to new digital technology skills, such as working with a green screen, iMovie and uploading to YouTube. Students can choose to become editors if they’re interested in this area and want to further build on their skills.

Magnificent milestone

OLD HANDS: ANAIS AND MASON PRESENTING THE 1,000TH EPISODE LAST JUNE.

It all began on 10 February, 2014, when former teacher Grant Chapman coordinated the production of the first ever episode of NEWS. Last year, on the 21 June, the 1,000th episode was produced and broadcast. This was a huge accomplishment for our school, especially for all the students that have ever been involved in producing the episodes. This special edition featured interviews

COVID-19 RAP KIWI STYLE MAKING HISTORY: RECORDING THE 1,000TH EPISODE.

with the first ever presenters Amedee and Georgia (who are now students at Central Southland College). The Year 6 students at the time celebrated this magnificent milestone by eating 100s and 1,000s biscuits while watching a very exciting episode. Mason Maguire and Anais Hall presented the 1,000th episode and were pretty excited to be chosen. “I was so nervous but it was fun,” said Anais. And Mason added: “It was really cool. Overall, it was an amazing experience and I’m so glad we got to do it”.

Always changing

The way we present NEWS is always changing. For example, this year we are including videos that promote special events and initiatives in our school. Every now and again staff present an episode of NEWS. We even once had our school mascot, RERE, do it! While we may not be sure what NEWS will look like in the future, we’re always looking for exciting ways to share daily messages with our school. What we do know is that it will continue to be an opportunity for all our Year 6 students to grow and develop many skills, while presenting important daily messages in a fun and exciting way.

Just what does a school principal do during lockdown in the deep south? Steve (and family) created the awesome ‘Covid-19 Rap Kiwi style’. “I was inspired by the Wellington Family’s Lockdown Boogie. My sister-in-law challenged our family to make our own. My eldest daughter Kendra and I have dabbled in little film projects in the past, and everyone was keen. “We wanted to not only share some important lockdown messages but also add humour. We just thought about several important messages and wrote some lyrics to them. It took six days from writing the lyrics, recording the music tracks, and filming through to editing. “The feedback has been amazing, from all around the world. It’s nice to hear that it put a smile on people’s faces in these tough times.” At the time of writing, the video had an amazing 385,000 views. Watch it on our website.

BY STEVE WADSWORTH (PRINCIPAL), ZARA CAMPBELL (YEAR 8 STUDENT) AND PAIGE CROAD (TEACHER) AT WINTON SCHOOL IN SOUTHLAND. TO CHECK OUT THE LATEST NEWS EPISODE, JUST VISIT WINTON.SCHOOL.NZ AND CLICK ON ‘DAILY NEWS’ IN THE KID ZONE. BREAKING NEWS: DURING THE COVID-19 LOCKDOWN, PRODUCTION OF NEWS WAS NOT POSSIBLE – THE FIRST TIME IT’S EVER BEEN OFF AIR. IT WILL RESUME ONCE SCHOOL PROPERLY RE-OPENS.

What do you get if you add a sphere to an eggbox? Find out next issue!

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FILE SHARE

FILESHAREFILESHAREFILESHAREFILESHAREFILESHARE SCIENCE Bozeman Science (bozemanscience.com) has hundreds of awesome videos on all things scientific. Created by teacher Paul Anderson – originally to help him and his colleagues in the classroom – choose from Chemistry, Biology and Physics, Anatomy and Physiology, Earth Science, and Statistics and Graphing.

Review and learn Chemistry concepts with ChemCollective (chemcollective.org). This interactive, engaging and fun collection of virtual labs, online lesson activities, simulations, tutorials, and concept tests aim to support teachers and provides resources that link Chemistry to the real world. Search by topic or keyword.

If you like Physics, you’ll love Physics Classroom (physicsclassroom.com). Explore a variety of sections intended to support both teachers and students, including tutorials (text and video), interactives and concept builders. Plus, there are photos, help and advice, and a ‘Question Bank’ for tests.

Being smart is cool at Discovery #Mindblown (discoverymindblown.com). The site – which can also be accessed as an app – offers a host of high-quality and enjoyable videos and information, along with games, articles and ebooks on science topics as diverse as dinosaurs to robotic basketball players.

Nature Works Everywhere (natureworkseverywhere.org) offers teachers and students a range of resources to start exploring and understanding nature. Created by the Nature Conservancy’s 550 scientists, learn the science behind how nature works through the site’s videos, digital tools, and interactive lesson plans.

Molecular Workbench (mw.concord.org/ modeler/) is an open source modelling tool for designing and conducting computational experiments across science. From States of Matter to Protein Synthesis to Fluid Mechanics, the site offers both existing materials, as well as the opportunity to customise or create your own.

AROUND THE WORLD Experience stories about the world with Google Earth’s Voyager (google.com/ earth/education/explore-earth/), a library of interactive guided tours. From circumnavigating the globe with the Ho-ku-e’a to using stars to track hurricanes, curated stories weave in rich media, such as 360 videos and Street View.

Learn basic geography facts and knowledge about the world with educational game Seterra (online.seterra. com/en). From countries and capitals, to flags and oceans, choose from more than 300 customisable quizzes. At the end, the results show your success rate and completion time.

A Year of Reading the World (ayearofreadingtheworld.com) is the record of author Ann Morgan’s quest to read one book from every country in 365 days. From Afghanistan to Zimbabwe, check out her journey around 196 books. Or watch her TED talk about the whole experience.

A SELECTION OF FILE SHARE RESOURCES IS AVAILABLE UNDER ‘FREE STUFF’ AT INTERFACEONLINE.CO.NZ

INTERFACE 99 MAY 20

EFILESHAREFILESHAREFILESHAREFILESHAREFILESHARE PHYSICAL EDUCATION For a tonne of PE-related resources try PE Central (pecentral.org). It includes activities lesson plans, videos, advice on best practice and assessment, PD, and other instructional resources in a wide variety of areas related to physical education.

Vitathread (vitathread.com) has ideas and information to more easily assess students, develop their skills and help them gain more confidence in physical activity. You’ll find articles, blogs and resources to help you inspire and motivate students in sports.

The PE Project (thepeproject.com) offers a range of informed and accessible PE teaching ideas and pedagogy. Sections include motivation, lesson objectives, behaviour management, student engagement, and teaching styles (or click through to paid-for resources).

HISTORY The fascinating Rare Historical Photos (rarehistoricalphotos.com) is a library of images from the past and the stories behind them. From the American Civil War and Nazi Germany, to Aviation and Beatlemania, explore some iconic images by country and/or topic.

With its aim to “engage people with cultural heritage and to improve history education worldwide”, Ancient History Encyclopaedia (ancient.eu) features varied and extensive resources. Organised by themes and time periods, there are maps, timelines, digital media, lesson plans, and curated collections to view.

Interested in national constitutions? Constitute (constituteproject.org) offers a collection of the world’s constitutions, past and present. Investigate topics, find relevant passages, filter searches, review, and compare constitutions from an alphabetical list of countries around the world.

How does the Electoral College work in the United States? Find out at Electoral College (bit.ly/2IGEPzH). This five-minute video explores and explains this unique element of the US presidential elections in an engaging and easy-to-understand way.

The Victorian Web (victorianweb.org) is a search engine for finding out about the Victorian era. It presents information as nodes in a network (web) of connections. Religion, science, music, and arts, as well as books, texts and periodicals, are just some of the topics to check out.

POLITICS

PLEASE REMEMBER TO CHECK THE APPROPRIATENESS OF ANY ONLINE RESOURCES BEFORE USING THEM IN CLASS.

Listen to famous speeches by influential leaders of the 20th and 21st centuries at History and Politics Out Loud (bit.ly/ hpoutloud). Choose from the list of leaders including Winston Churchill, Nelson Mandela, JFK, Martin Luther King Jr, and many others. View a short biography, background and other links with each.

FILE SHARE

FILESHAREFILESHAREFILESHAREFILESHAREFILESHARE COOL GIZMOS

VIDEO COLLECTIONS

Tocomail (tocomail.com) pitches itself as an intuitive and fun app that’s “the safest and simplest email service for kids” that offers adult controls. Create an approved contact list for kids to send and receive emails. Additional features include customisable avatars, drawing board, audio-video messaging, and a picture timeline.

Want to share a web address that’s ridiculously long and/or complex. Cut it down to size quickly and easily with Cuttly (cutt.ly). Paste the long url and click ‘Shorten’. Copy and share. Alternatively, you can customise the link or create it a QR code, as well as track and manage the links you create.

ABC Education (education.abc.net.au) has 100s of educational videos suitable for teachers on topics such as English, Maths, Geography, The Arts, Science and History. The site’s other classroom-suitable resources include games, news, articles, digibooks, audio, and educator guides

Create fun and personalised anime avatar characters with Avachara (avachara.com/ avatar/). Start by choosing the gender, customise facial features and hair, add clothing and accessories, and select a background to complete the look. Click the camera button to create and then save to your computer.

Organise your digital notes, ideas and resources with Nimbus Note for Education (nimbusweb.me/education-teachers.php). Write and format text, capture and insert screenshots, or take photos, and embed PDFs and other documents. Or record/clip videos with the Nimbus Capture tool.

National Geographic’s Classroom Resources (nationalgeographic.org/ education/classroom-resources/) boasts more than 700 videos across a range of subjects, from anthropology and Earth science, to conservation and religion. There are also activities, photographs, infographics, maps and lesson plans to explore.

Create interactive Q&A sessions or simply receive feedback from your class with Questup (questup.io). Set up the lesson or ‘event’, invite students to join in with the conversation by asking questions or making comments as you go.

Draw and doodle on maps with Gribrouillon (gribrouillon.fr). Search for the specific map area you want, then click the blue brush circle to choose the colour and thickness of your lines. Make your annotations before clicking the paper plane symbol to share your map via email,

What are the five signs you are wasting your life? Or what are the six habits of insanely productive people? YouTube channel The Art of Improvement (bit.ly/ theartofimprovement) has answers to these and more, with its selection of engaging videos about self-help, life lessons and personal growth.

A SELECTION OF FILE SHARE RESOURCES IS AVAILABLE UNDER ‘FREE STUFF’ AT INTERFACEONLINE.CO.NZ

INTERFACE 99 MAY 20

EFILESHAREFILESHAREFILESHAREFILESHAREFILESHARE 2020 GENERAL ELECTION

TAKING POLLS

The 2020 General Election is scheduled to be held on Saturday 19 September (along with the ‘Cannabis’ and ‘End of Life Choice’ referendums). Vote NZ (vote.nz) has information and a range of materials to learn about the processes and requirements of elections.

Create simple online polls quickly with Poll Junkie (polljunkie.com). There’s no need to sign up. Just select a title and who can access the poll. Choose from multiple choice, 1-10 rating, ranking (1st, 2nd, etc.), or open text, and set the content. Once you’re done, save and share – and wait for the results.

The Urlist (theurlist.com) lets you share web addresses. Create a list anonymously or login to save, manage and edit information. Start a list by adding the required links – you can also include titles and short descriptions. The site creates a link (like theurlist.com/interface) or QR Code for you to share.

Help your students become active, enthusiastic citizens with NZ Elections’ Teaching voting at schools (bit.ly/ teachingvoting). Use the resources to teach students about candidates, parties and election issues, and give them a first-hand voting experience by running a mock election.

Easy Polls (easypolls.net) lets you add polls to a website. Set up an account and go to the Poll tab, enter your question/ answers, customise the look, and click Save. Create a ‘Poll Container’, a piece of code to embed online. To change to poll, simply add a new one to the container and it’ll update on the website.

Wakelet for Educators (learn.wakelet. com) is an easy way to capture, organise and share multi-media resources with students and/or colleagues. communities. Collect articles, resources, videos, social media posts, podcasts and others, add notes and context, and share. There’s also an Educator’s Guide.

When did the first parliamentary elections take place? Who could vote? How many MPs were there? Election Days (nzhistory. govt.nz/politics/election-day) reviews details, key events and stories around the holding and overall development of General Elections in New Zealand from 1853 to 2011.

Add polls in real-time to a lesson, workshop or presentation with Poll Everywhere (polleverywhere.com). You can ask multiple choices questions, invite your audience to participate and watch the results live as they update on screen.

Organise and share your favourite websites by turning them into ‘webmarks’ with Buttons (yourbuttons.com). Sign up and start adding links. Sort them into groups, add notes, and assign tags. Create your button of links – maybe homework or project resources – and share by students.

WHAT IS THIS?

SHARING LINKS

Wherever you see this symbol it means there’s a video to watch on our website relating to the resource interfaceonline.co.nz

20.02 34

LESSON IDEAS

LESSON IDEA 20.02 : AWESOME ONLINE RESOURCES FOR TEACHERS Objective: Finding new, relevant, innovative, and accessible ways to learn. Age range: Various Website: As shown

In the wake of the Covid-19 lockdown, several new and free, home-grown resources have been launched to assist remote learning. Here’s a selection of online activities for you to try.

PLAY THE NEW PANDEMIC LEVEL ON ‘WHAT’S THE PLAN STAN?’ GAME

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A new Pandemic level has been added to New Zealand Civil Defence game ‘What’s the Plan Stan?’. Developed by Auckland Emergency Management (AEM), MCDEM, NEMA and EQC in partnership with Geo AR Games, the goal of the game is to educate children between the ages of 6 to 12 years about how to be prepared in an emergency situation. It teaches them what needs to go into an emergency kit, what hazards could harm or even kill and what are the main messages for each event – including earthquake, tsunami and now a health pandemic. The game is browser-based and can be played on a Chromebook, laptop or PC (with a keyboard), and takes about 30-45 min to complete. At the bottom of the game’s landing page, there are Q&A sessions to test what students have learned. Website: geoargames.com/whats-the-plan-stan

MOTAT.FUN The Education team at Auckland’s Museum of Transport and Technology (MOTAT) has created MOTAT.fun, an online education platform for teachers, students and parents. The site includes short, child-focused STEM activities through to longer duration lesson suggestions that teachers can use as part of their distance learning plans for students. The content is free to access, new fresh and imaginative activities are added regularly, and teachers have their own section offering STEM subject related activities that can be used to add value to their existing lesson plans. Website: motat.fun

STUDENT COMMUNICATIONS AND SAFE PRACTICES CHARITABLE TRUST (SCSP) There’s a vast library of video resources from Student Communications and Safe Practices Charitable Trust (SCSP) freely available to teachers on ETV. Among the currently relevant topics are Student Mental Health, Cyber Education, Fire and Emergency Education, and Road Education.

These resources are both timely and relevant as we all try to develop resilience and resourcefulness inside our own bubbles. Teachers can access the resources on the ETV website (etv.org. nz). Non-subscribers to ETV are welcome to view the resources simply by registering with their school email address and clicking on the SCSP link in the Library. For more, contact Glynn Taylor, glynn@scsp.co.nz

COVID-19: STOP THE SPREAD – CODE YOUR OWN VIRUS SIMULATION Gamefroot has developed Remote Learning, a website that allows students to continue their studies online, through a New Zealand curriculum aligned series of game-based learning activities. One of resources is a COVID-19 simulator, where students can code their own virus, so that they can understand why staying at home is so important to help slow down the spread of the virus. Among the range of beginner and more advanced resources is Mihi Maker, Code With Crossy and Aotearoa 1840, an interactive timeline builder that asks students to craft a digital experience to tell the history of New Zealand from multiple points of view, underpinned by Te Tiriti o Waitangi. Website: remotelearning.co.nz (and see page opposite)

NEW TV CHANNELS: HOME LEARNING TV AND PAPA KAINGA TV ETV is live streaming the Ministry of Education’s two new free-to-air education channels, with content also being recorded and available to current subscribers, as well as new trial clients. Home Learning TV is broadcasting on TV2+1, with Papa Ka-inga TV showing on Ma-ori TV. The channels will run for one month but could be extended depending on the lockdown situation. Around 300 hours of educational content will be broadcast, utilising a significant amount of content from ETV’s extensive catalogue of audiovisual resources. For more information or to enquire about a free trial for you school, please contact Martin Drew on 0800 GET ETV (438388) or martin.drew@etv.org.nz If you have any resources you’d like to share with us, contact the INTERFACE team at digital@interfacemagazine.co.nz

THESE LESSON IDEAS ARE PUBLISHED UNDER THE CREATIVE COMMONS BY-SA LICENCE. THIS MEANS YOU’RE FREE TO SHARE AND ADAPT PROVIDED YOU CREDIT INTERFACE AS THE SOURCE.

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INTERFACE 99 MAY 20

WINatINTERFACEO 36

COMPETITIONS

2to

MINI FOLDING PHOTOBOX

WIN!

From dioramas to claymation, if you need somewhere to stage photo shoots of small objects, a Mini Photobox could be the answer for some stunning snaps. With 20 built-in LEDs, conveniently powered by USB cable, and two foam backgrounds to choose from (black and white), you can set the scene perfectly, eliminating glare and light spots. Plus, a folding construction offers a conveniently compact, portable design – it measures just 24 x 22.8 x 22cm – allowing you to use it almost anywhere. Would this make a great addition to your classroom or makerspace creating? We have two to give away. Entries close Wednesday 10 June.

1to

WIN!

BLUETOOTH BEANIE Whether you’re supervising in the playground, spectating on the sports field, on a school trip/camp, or out for a walk on a crisp morning, you’ve got it covered with this stylish Bluetooth Beanie. It’s the ultimate fashion accessory for those who live for their music or podcasts – and, of course, love a little technology! This unisex, all-weather acrylic beanie is soft, warm and comfortable to wear. With the built-in Bluetooth receiver and headphones (removable for washing), easily and quickly connect your smartphone and enjoy your sounds, with up to six hours playtime. Want one for your head? Enter your details to be in to win. Entries close Wednesday 10 June.

36 Awesome free online resources. Pages 30-33.

INTERFACE 99 MAY 20

ONLINE.CO.NZ 1tNo!

WE HAVE SOME FANTASTIC PRIZES UP FOR GRABS THIS ISSUE. TO ENTER ANY OF THE COMPETITIONS JUST GO TO OUR WEBSITE.

SPARKFUN GATOR:SCIENCE KIT Part of SparkFun’s gator:bit series, the gator:science Kit offers the functionality and ability to start experimenting right out of the box. Along with the latest gator:bit – an all-in-one ‘carrier’ board for your micro:bit – there are 10 multicoloured cables, data card and adapter, plus all of the current seven, sensor-related gator:boards to get you going. The kit is designed for all users, from beginners to pros and does not require any soldering. If you’re interested in micro-computers and programming – and enjoyed the article on sensors on pages 20-21 – this could be just the kit for you. We have one to give away, courtesy of Learning Developments (learningdevelopments.co.nz). Just enter your details on our website and it could be yours! Entries close Wednesday 10 June.

LED LIGHTBOX

2to

WIN!

Light up short messages, hashtags, events times and sayings in your classroom with an awesome LED Lightbox. Inspired by vintage cinema signs, create words and phrases with interchangeable clear plastic tiles that slide onto rails – 60 letters and symbols are provided. It’s lightweight, compact (30 x 22 x 4.5cm) and easy to move. Place it on a desktop, shelf or mount onto a wall, then simply flip the switch and watch them light up! Could a LED Lightbox make a fun, engaging and informative addition to your classroom? There are two available – one could be yours. Entries close Wednesday 10 June.

We Are Makers: Free STEM sessions for 600 students. Page 38.

FROM THE BACK OF THE CLASS

The making of makers Project Wy, The Mind Lab and MOTAT teamed up for ‘We Are Makers’, a week-long programme that gave students from low decile schools the opportunity to experience hands-on engineering in a fun, team-based activity. Ten low decile schools in Auckland were selected to attend ‘We Are Makers’ at MOTAT in early March. Each sent 60 students to participate in two-hour, STEM activity sessions run by The Mind Lab. MOTAT worked with Project Wy to coordinate the participating schools and the event was funded by a grant from the ANZ Staff Foundation.

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In keeping with MOTAT’s transport theme, the engineering challenge students faced was to build a suspended cable car that could successfully move a small, weighted figure from one side of a divide to the other.

Develop and build

“Students worked in small teams to develop and build a prototype, test it to failure, then re-design and re-test until they have the best structure possible,” said Damon Kahi, facilitator for The Mind Lab. Students learned about electrical components, structures, stability, properties of materials, strength, load-bearing capacities, span, friction, torque, weight – but the outcome wasn’t just about achieving the engineering goal. “The idea behind ‘We Are Makers’ was to build students’ skills in communication, collaboration, resilience, teamwork, and design thinking. These are the processes we want them to take away. “It was a great project for the kids. Even if they strayed off-task, they were still learning. Students came up with some awesome ideas.”

READERS: STUDENTS IN HAITI USING LIBRARY FOR ALL.

FOR MORE GO TO MOTAT.ORG.NZ AND FACEBOOK.COM/PROJECTWY/

MEET THE MAKERS: YEAR 6 STUDENTS FROM WYMONDLEY ROAD PRIMARY SCHOOL.

Next time…

Learning the classroom code

BOOK STORE Some key digital technology and EVENTS DIARY education events coming up. NEWS AND VIEWS Distance Learning Hangouts Microsoft Teams Webinar Series INTERFACE 99 MAY 20

Now

Drop-in sessions for questions, advice, resources, and help with Google experts.

Now

Multiple dates, sessions and topics.

Training and advice for using Microsoft Teams as your digital hub. Multiple dates, sessions and topics.

bit.ly/2020dlnz

microsoftteams.eventbuilder.com/TeamsEducation

Your event could be seen here!

MAY

Digital activities for school students to support the new DT & HM curriculum. Nationwide competitions for Years 1-13. See pages 5 and 9.

MAY

CA NC EL LE D

123tech.nz

Lower Hutt Events Centre, Wellington

Great Lake The Trusts Arena, Centre, Henderson, All events and delegate registrations have been cancelled. For more see pages 2 and 3, or go to Taupo Auckland interfacexpo.nz

JUNE

INTERFACE Minecraft Competitions

JULY

TENZ 2020 Techno Challenge

One competition for teachers; one for students. In association with Microsoft and MOTAT. More on page 19. Entries close on Monday 29 June (last week of Term 2).

A hands-on and creative learning experience for Year 1-10 students. Three competition categories. Entries close 3 July. See page 9.

interfaceonline.co.nz/minecraft2020

OCT

uLearn20

7-8

Reimagine success and reimagine learning. In light of the Covid-19 outbreak, uLearn20 is moving online. More at core-ed.org/events/ulearn/

bit.ly/TENZTechnoChallenge2020 or sarah@tenz.org.nz

Add your event to our Diary If you’re holding an event you’d like to publicise, let us know. It costs just $150 + gst to add it to our Events Diary. Contact advertising@interfacemagazine.co.nz

interfaceonline.co.nz/eventsdiary Our Events Diary is kindly sponsored by

For more see page 19 or go to interfaceonline.co.nz/minecraft2020 Diary entries are published at the discretion of INTERFACE. While every effort is made to ensure the accuracy of information, INTERFACE does not accept responsibility for any inaccuracies that may occur.

tela.co.nz

ThinkPad L390 Yoga

Style and performance that drive ambition visit thinkfwd.co.nz Unlock Limitless Learning