DLTV DigiCon 2015 program

Digital Learning and Teaching Victoria Conference

Friday 24th and Saturday 25th July, 2015 Swinburne University of Technology, Hawthorn Campus #DigiCon15 @Digi_Con

Conference Guide President’s Welcome

2

Keeping in touch with DLTV

13

Thank you

3

Expo

13

Conference Chair Welcome

4

Conference Logistics

14

Planning your Conference

5

Awards

15

Register

5

Program Schedule

16

Keynote Presentations

6

Session Details

Conference Streams

8

• Friday

17

Conference Features

9

• Saturday

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Welcome On behalf of the Committee of Management of Digital Learning and Teaching Victoria I am pleased to welcome you to our 2015 annual conference DigiCon15. This new title, DigiCon has been created to give DLTV a conference brand that will be consistent into the future.

A huge thank you goes to Mel Cashen and the Conference Sub-Committee. They started work straight after the 2014 conference with participants' feedback and have worked consistently throughout the year exploring many theme and presentation options. They have also worked closely to support conference presenters to ensure optimum quality themes and presentations for delegates.

We are sure you will enjoy being a part of our 2015 theme this year, Festival of Learning. In designing the 2015 conference our fabulous Conference SubCommittee has aimed to cater for everyone by including both a traditional conference main event and a sideshow of learning known as the Fringe Festival. In this way we aim to cater for the learning needs of a broader range of educators.

I am sure you will all find the sessions that will enable you to extend your learning in the digital space and thus improve the use of digital technologies for yourself, your colleagues and your students into the future.

We are pleased to be back at Swinburne University of Technology making use of their fantastic facilities.

We would like to thank them and all of our key sponsors who assist us to be able to offer such a diverse conference. We also ask that you continue to support those sponsors who assist DLTV throughout the year.

Dr Donna Gronn President, DLTV

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Thank you DLTV would like to thank all the conference sponsors and partners for their immense support, time, energy, commitment and encouragement.

Proudly Sponsored by

Conference Management Team Chair

DLTV Office

Mel Cashen

Mordechai Katash Fay Richardson Rika Tanaka Mark Richardson

Committee Bec Spink Paula Christophersen Laura Barker Michael Ha Ben Gallagher

The Full Pretzel (Conference Secretariat) Julie Allen Carol Rizzo

While this program is correct at the time of printing it is subject to change without notice. Notification of cancelled sessions will be circulated to registered delegates where practical. Please accept our apologies for any inconvenience caused. DLTV and all suppliers to the Annual Conference and Expo, their employees, agents, contractors or consultants, will not accept liability for damages of any nature sustained by participants or their accompanying persons, or loss, or damage to their personal property as a result of attending the DLTV Annual Conference and Expo or related events.

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Welcome Conference Chair We would like to introduce DigiCon to you as the annual DLTV conference which brings with it educators from across Victoria to share their journeys, connect and support each other in their endeavours to ensure every learner is enabled, inspired and empowered to participate, contribute and shape their world through digital technology.

Once again the conference will be framed around four amazing keynotes. We are excited to have Hamish Curry from NoTosh opening the conference.

As an educator, Hamish works with schools sharing world leading approaches to creating ideas. His background in gaming in education and design thinking will frame his keynote as he explores strategies and the ongoing changes required to adapt and innovate in education.

The theme of this year's conference, Festival of Learning, was born through the committee's dedication to providing a rich, authentic and contemporary approach to professional learning.

The festival theme will see the conference split into a main stage and a Fringe Festival. The Main Stage will show the conference favourites, including four keynote presentations and concurrent sessions based around a variety of streams. The careful selection of streams by the committee using feedback from last year's conference has ensured that there is a stream for everyone, whether you are interested in high-level technical applications, the new Digital Technologies curriculum or senior secondary specific sessions. Delegates have the opportunity to select sessions from the same stream or select a variety of sessions to create a full picture of digital learning and teaching.

Comedian Anne Edmonds will open the Saturday morning conference with a humorous look at how failing can be our best friend. After the great success of our DLTV talks last year we are continuing to showcase Victorian educators such as Celia Coffa and Corrie Barclay who will give inspiring presentations on their journeys in digital learning and teaching, invigorating audiences with stories of the challenges they have faced and overcome.

The DigiCon committee is committed to offering diverse and contemporary learning opportunities in the area of digital learning and teaching and is proud to present a conference which is run by teachers for teachers, celebrating innovative education in Victoria. We look forward to seeing you at DigiCon15.

The Fringe Festival, as its name suggests, sits at the fringe of the conference and aims to offer new and exciting ideas in professional learning and to redesign the way we attend conferences. The Fringe Festival will be buzzing with activities, opportunities and mini sessions running all day. You can choose to drop by and talk to students and educators who will be showcasing the innovative work they are doing in learning and teaching or spend longer and get an in-depth look at how 3D printing works or test out some of the new gadgets being used to teach coding in schools. DLTV Spark will be a series of mini keynote presentations set to inspire, while the DLTV on the Fringe podcast will be on air throughout the conference. How you interact and participate in the Fringe Festival is up to you and you choose how long you spend there.

Mel Cashen Conference Chair

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Planning your conference

Register Register online at https://dltv.vic.edu.au/registration

The conference structure is made up of the Main Event, similar to the conference you know and love and the Fringe Festival, a sideshow of learning. The Main Event is a series of presentations and workshops organised by streams based around digital education and learning technologies. In the Main Event you select four sessions each day from eight streams based on your interests and needs.

The Main Event is supported by two keynote presentations set to inspire and provoke.

The Fringe Festival is where you will find events which don't fit the traditional idea of a conference but give presenters and delegates an opportunity to test new ideas in digital learning and teaching, showcase new ideas and not be restricted by the traditional constraints of a conference.

Conference Registration Fees

1 Day

2 Days

Member

$300

$490

Non Member

$450

$650

Country Member (150k from Melbourne CBD) $250

$400

Preservice Teachers

$75

$125

Technicians

$175

$350

Presenters

$70

$370

Please note: Non Member rates include an individual 2015 membership

Selecting sessions

Registration and Cancellation

The conference begins with an inspiring keynote presentation followed by two concurrent sessions.

Delegates can choose to follow a stream and attend presentations and workshops related to the same area of digital education or choose to 'pick and mix' presentations from a variety of streams. Each presentation has an associated code that will be used to select your sessions when you register online.

A 25% administration fee will be charged for all cancellations. No refunds are available for cancellations after Monday 6th July 2015.

Privacy

The Fringe Festival sessions do not necessarily sit with the conference schedule, as some events will run for the whole day, over two days or some sessions may run for a fraction of that time. If you want to select Fringe Festival sessions during registration, please refer back to each session for clarification of what to expect.

Information collected within the registration process of this conference will not be released to third parties without consent. Full details of DLTV's Privacy Policy can be found at http://www.dltv.vic.edu.au/privacy-policy

Register online at dltv.vic.edu.au/registration and make your session selections. Should you have any queries regarding registration, please email office@dltv.vic.edu.au Some sessions have a limited number of places available and will fill quickly so we encourage you to register as soon as possible to ensure you get your preferences.

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Keynote Speakers

HAMISH CURRY

CELIA COFFA

Friday 24th July | 9.00am

Friday 24th July | 1.30pm

Hamish is based in NoTosh Australia's branch, working not just with schools, but bringing a renowned expertise to libraries and cultural institutions across Australia and overseas. His consultancy work uses processes like design thinking to challenge and explore the mindsets, skillets, and toolsets of various education cultures and networks across a number of sectors. This includes work with Catholic Education Offices, State and School Library organisations, and companies like QGC and Google.

Celia is an experienced Educator and Coach with the Catholic Education Office's (CEOM) ICON program, supporting staff and students to incorporate the use of ICT tools and eLearning opportunities to enhance learning and teaching. In 2015 Celia was awarded the 2015 DTLV Educator of the Year Award for her dedication, advocacy and innovation in digital learning and teaching across her school and beyond. As the ICT Leader at St Luke the Evangelist Primary School, Blackburn South, Celia is a driving force behind how teachers and students use technology across the school. Celia is a passionate advocate for the Teachmeet movement, being an integral part of the team behind the initiation and continued growth of Teachmeets across Melbourne. Celia has benefitted from creating a wide professional learning network, both in face to face opportunities and online through blogging, Twitter and Google+ and is keen to share the value of becoming a connected educator.

Hamish was formerly the Education Manager at the State Library of Victoria, where he developed many successful learning programs for education and public audiences alike. He has also spent nearly seven years in designing and managing a Middle Years Campus in Melbourne, which provided him with a wealth of insights around student engagement. He has also been a teacher in broad and challenging learning environments in the UK and Japan.

With NoTosh he has already organised Do Lectures Australia to critical acclaim and helped run Startup Weekend Education Melbourne. When not working on his next schemes, Hamish enjoys playing games, snowboarding, and making the most of family time.

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ANNE EDMONDS

CORRIE BARCLAY

Saturday 25th July | 9.00am

Saturday 25th July | 1.30pm

Anne Edmonds is one of Australia's most exciting new stand up, character and banjo-playing comedians. From naughty kid at school to performing at the New York Comedy Festival, Anne has a story to tell about a winding road to success.

She will explore the theme of failure in her work and has a million personal stories about doing just that.

Learning to fail is an essential part of comedy and any creative process and Anne will share the things you learn when you fail far outweigh the things you learn from success.

Corrie has been a teacher and educational leader for 13 years within a range of educational settings throughout the Victorian department of education system. During his time he has initiated, developed, and implemented college-wide cultural changes around effective digital learning practices and integration.

His current role as the Educational Leader for Digital Learning at Northern Bay College in Geelong sees him responsible for engaging teachers and students with a curriculum that promotes highly effective pedagogies to develop learners who are confident, capable, enthusiastic and prepared for what lies beyond the classroom environment.

Anne has performed at the Edinburgh Fringe Festival, New York Comedy Festival and appeared on Wednesday Night Fever and It's A Date on ABC TV. She has worked for Beyondblue, developing communication strategies for young people about depression and anxiety and also worked for the Division of General Practice (SA and NT), promoting positive mental health to General Practitioners.

Corrie has had the pleasure of presenting and keynoting at various State, National and International Conferences with focuses being geared towards digital learning competencies, effective technology integration, BYOD, 1:1 implementation, and the challenges involved in changing school wide culture effectively driving that change. In 2013 he became a Google Certified Teacher and in 2013 part of the Apple Distinguished Educator community.

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Conference Streams DIGITAL TECHNOLOGIES CURRICULUM

VCE ALGORITHMICS

The Digital Technologies curriculum exists within the Technologies learning area of the AusVELS, in which students use computational thinking and information systems to define, design and implement digital solutions. Implementation will commence in Victorian schools from 2015 with full implementation expected in all Victorian schools by 2017. This stream will support teachers in the implementation of the curriculum.

This year a new study in the field of algorithmics has been introduced into the VCE. It is different, challenging and exciting. This stream is of interest to both current teachers of Algorithmics and all other secondary teachers involved in digital technologies and senior secondary curriculum.

LEADERSHIP How do you inspire growth, connection, collaboration and creativity to navigate the technological and pedagogical shifts taking place in education today? This stream will look at how leadership in technology is enabled and how change is sustained in our schools, teams, classrooms and education as a whole.

CONTEMPORARY PEDAGOGIES This stream will focus on transforming, rethinking and reshaping education and how contemporary learning and pedagogies meet the needs of contemporary students changing the experience of education in the digital age.

TECH HEADS A CREATIVE, CONNECTED AND COLLABORATIVE CURRICULUM

A more technical focus on tools, programs and services, the Tech Head stream will be suited to people who want a look under the hood of technology. Learn how to script or use HTML or just to understand how the Internet works this stream will have plenty to get you started.

This stream will focus on looking at technology use across a range of domains within the curriculum.

This particular stream will focus on how you can use technology to create, connect and collaborate within all subjects of the curriculum.

RESEARCH IN THE CLASSROOM DIGITAL TOOLBOX

Research in the classroom investigates what some of the latest trends in digital learning and teaching look like in practice. This stream will focus on highlighting new tools, directions, and the challenges with using 21st century thinking and its interaction with pedagogy. Presenters will share their journeys and share their lessons learned along the way

This stream will focus on tools used for learning and teaching and how these tools are utilised to produce the best of learning and teaching. This stream will have a particular focus on the tool and its application.

VCE VET IT/COMPUTING/ICT This stream will focus on the three key studies/programs in senior secondary IT/ICT curriculum, namely VCE Information Technology, VCE Computing (to replace VCE Information Technology in 2016), and VCE VET ICT. Each study/program will be addressed in terms of its curriculum and assessment components, with practical advice for teaching, learning and assessing.

ROBOTICS, CODING AND PROGRAMMING You've heard the hype and read the articlesrobotics, coding and programming education is becoming more and more popular in schools. This stream will provide delegates with practical approaches for teaching and motivating students in coding, programming and robotics. Presenters in this stream will share practical examples and experiences to engage the next generation of innovators and inventors.

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Fringe Festival

DigiCon Spark

Friday 24th July

Friday 24th July

Making & Creating: Toys and Technologies LEAH DALEY, Kennington Primary School

MEL CASHEN, Princes Hill Primary School

ERIN JACKSON, Kennington Primary School

BEC SPINK, Aitken Creek Primary School

JOHN PEARCE, Deakin University

DigiCon Spark is a series of mini keynote presentations by aspiring thought leaders set to inspire, enlighten and provoke. Each 12-minute presentation takes on a similar style to a keynote with one take home message about a topic which the presenter is passionate about. Presenters will generate awareness, share big ideas and call people to action through short bursts of dynamic, powerful and motivating thinking. This is an opportunity for presenters to enlighten delegates with a rich storytelling experience and to build confidence in presenting in a lecture style format. Delegates will be inspired by a number of thought provoking presentations, with a diverse range of stories.

Most educators are aware of the Maker Movement and/or the Australian Digital Technologies curriculum. Many are pondering on how and where they might fit in the classroom. The convergence of both of these alongside crowdfunding, affordable electronics and communities of learning have led to the development of a range of exciting new toys and technologies. Options such as 3D printing, robotics, microprocessors, control technologies and programming languages are being invented at an unprecedented pace. Many of these are becoming increasingly affordable offering teachers the opportunity to develop more child centred approaches within the classroom.

DigiCon is committed to supporting innovative, leading educators who are passionate about ensuring every learner is enabled, inspired and empowered to participate, contribute and shape their world through digital technology. We believe that Victoria has a wealth of dedicated and influential educators who have powerful stories to tell about the challenges, journeys and thinking in digital learning and teaching.

DigiCon Spark aims to support future thought leaders and provide opportunities for what could be the next DigiCon keynote. Make sure you drop by during one of the Main Event conference sessions to catch three presentations, alternatively come and stay for one presentation or more, it's up to you.

In this whole day Fringe session you will get the chance to "dip in and dip out" in order to play hands-on with many of these "toys" including Dash and Dot robots, a 3-D pen, Make-Do construction, Roominate electronics alongside a whole lot more.

You can also join in with regular short informal presentations throughout the day which focus on specific toys. You will also have the opportunity to share your ideas on how to use these, and other "toys" in the classroom.

Presenters will be announced on the DLTV website when finalised!

DigiCon Spark is open to all to present. If you are interested in presenting on the Spark stage please complete this form. http://goo.gl/yOG91A

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Code the Future

3D Printing

Saturday 25th July

Friday 24th and Saturday 25th July

3D ADRIAN CAMM, The Geelong College

BEC SPINK, Code the Future/Aitken Creek Primary School

JAMIE LE ROSSINGNOL, Hampton Park Secondary College

WILL EGAN, Code the Future/Ausmed Education JOHN KNIGHT, Code the Future/Tequity

Causing a revolution in many industries, the affordability of 3D printers is putting power into the hands of amatuer creators by allowing an idea to go from concept to prototype in a matter of minutes. Although not new, the rapid evolution of the technology is giving students everywhere opportunities to think like a designer, examine systems, solve problems and most importantly to learn by doing, which is one of the most powerful contextual forces for students to construct deep and personal meaning.

KATE COOPER, Clifton Hill Primary School Code the Future aims to move students from just consumers of technology to creators and producers.

Our goal is to connect core stakeholders and get developers into schools collaborating and working side by side with students and educators.

It is a crucial time for education in Victoria with implementation of the new Digital Technologies curriculum. Now is the time for the technology industry and educators to connect, collaborate and work together to bring the best opportunities to our students.

When you visit 3D printing at DigiCon15 you will have an opportunity to see 3D printing in action from Computer Aided Design (CAD) to finished product, talk to students about how they use 3D printing, sit in on mini-workshops and learn how 3D printing can be used across all subject area and all ages in your school.

Throughout the day Code the Future fringe festival attendees will: •

Help to code a website, learning the basics of HTML/CSS with experienced developers by their side.

•

Hear from both developers, teachers and students who have participated in Code the Future projects.

•

Meet Dash and Dot, robots from Wonder Workshop designed for teaching young students to program, create and imagine.

•

Find out more about Scratch and Scratch Jr for budding computer scientists.

•

Learn about bitsbox.com where students (and teachers) can learn to code by creating apps using Javascript.

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Institute of the Modern Learner Friday 24th and Saturday 25th July

THE STORY Our hopes fell through the floor as The Messenger broke her news. Only moments before she had stood before us, her bravery so bright we need sunglasses, willing to take the risk not only of the time travel itself, but of facing our fears.

The Messenger took a deep breath and continued.

“There will be one among you who welcomes this future. One for whom it presents an easier path. One who will resist you.”

“Just one?” we said. “We can handle just one.”

We had been concerned for some time. Things weren't right. The young people were turning away, deciding there was no meaning for them anymore.

Things became stagnant. No matter what we tried, new ideas wouldn't stick to anything, and changes would fall apart before they were even finished. We feared at some point the effects of this would compound, creating a catalyst for what we now know as 'The Event.'

“Indeed,” the Messenger agreed. “But perhaps not so easily when this one represents the many. Though, you do have those among you who can fix the future. But, they don't see the point of anything.

They don't see their own worth.”

We looked at each other. We knew immediately that no matter how dire it seemed, we wouldn't give up.

We would not enable this broken future. We would do everything we could to help those young people change it.

“I'm sorry,” she said as she hung her head. “I wish I'd experienced something else.”

Welcome to The Institute of the Modern Learner.

“But, what do you mean 'the future is broken'? How can the future break?!” we implored.

Now we're looking at you. http://instituteofthemodernlearner.com/

She shook her head sadly. “I'm sorry, but it's not for me to tell you. Your broken future may not be exactly the same as that belonging to another, but do know there is damage for all. If it is not repaired then there is no hope.”

She'd returned to us only moments after she'd left.

Moments to us, anyway, much longer for her. We could tell as soon as she came back that the experience had aged her. Her exhaustion and defeat were as apparent as her bravery had been.

“How can this be allowed to have happened?!” we cried. “How did we not notice sooner?!” Despair made its home in our hearts.

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Digital Making and Creating

DLTV on the Fringe

Friday 24th and Saturday 25th July

Friday 24th and Saturday 25th July

Official digital podcast

Creativity, Collaboration and Constraint - Engaging with Quick Makes

AARON DAVIS, Brookside P-9 College

ROLAND GESTHUIZEN, Keysborough College AMANDA RABLIN, St Peters Lutheran College

So often we come to conferences and see new applications flashed around, showing their possibilities and potential, only to discover that in practise they require more time and energy than was previously realised. Often the missing ingredient in all this is constraint. The challenge is “finding the edge of your page” and “know the limits in terms of resources” as Tom Barrett would put it. Constraint can be the time allocated or our particular knowledge and skillset, but it also exists within programs whether it be the functionality of the program or the focus of the task at hand. Too often such constraints go unseen, but by identifying them, it provides us with more clarity and allows us to get on with things in a more focused manner.

Roland Gesthuizen and Amanda Rablin and a range of helpers will be hosting live streams, conversations, insightful reflections and humorous antics alongside the main aspects of the conference and the Fringe Festival. It will be just like an extended ACCE Learning Network hangout in a mix of structured and spontaneous learning adventures. It will include snapshots from the spaces in the Fringe Festival to create a lasting archive/curation of the conference. Participants both near and far will join in the learning and the fun as the audience is extended beyond the walls of physical location of the conference.

Expression. Quick. Constraint.

In this space, you will have the chance to tinker with a range of applications and programs, each with their own constraints, to discover that creating, making and engaging with technology is not only easy but can be fun, especially when we are focused. From mashing up a website with Mozilla Thimble to creating your own quick quote with Google Draw, spend a few minutes in your day exploring the potential for technology to make giving a voice to learning more doable.

Social Networking Hour Join us at the conclusion of each day to reflect on your learning, catch up with presenters and network with other educators. Enjoy the light refreshments provided by DLTV.

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DigiCon App

Expo See the latest innovations in products and services for schools

The conference app has everything you need to keep you in touch with the conference:

my.yapp.us/DIGICON15

• Current news • Detailed program • Presenter biographies • Exhibitors • Conference photo gallery • Twitter • Maps

Keeping in Touch with DLTV

With digital technologies infrastructure playing such an important part in our schools, the Expo will give teachers and decision makers the opportunity to view the latest developments in digital education products and services from a wide range of educational suppliers to Early Years to Careers.

DLTV is always around to chat, share and take on feedback. We are available on the following social media sites so why not drop us a line, meet other amazing educators and share your learning.

Delegates will benefit greatly from meeting exhibitors to sourcing ideas, information and expertise in a range of categories.

@DLTVictoria

The Expo is closely integrated into the conference with all catering served in the immediate area. A wide range of interactive displays will allow delegates to be active in the expo area.

https://www.facebook.com/DLTVic office@dltv.vic.edu.au Use the conference hashtag #DigiCon15 on Twitter, Facebook, Instagram and Google+

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Conference Logistics

Registration

Expo

Registration is located in the ATC foyer which can be accessed from Burwood Road.

The Expo provides delegates with the opportunity to converse with a range of companies and service providers showcasing their products and services.

You will find the Expo in the Hawthorn Atrium and Advanced Technologies Centre (ATC) Foyer.

Bring your own device DigiCon is a bring your own device conference.

Free WiFi will be available for conference delegates.

Catering

Exhibitor list (at time of publishing) • • • • • • • • • • • • • •

Tea and coffee on arrival, morning tea and lunches are included in the registration fee. Each day concludes with drinks and door prizes in the Social Networking Hour. Those with dietary requirements should indicate their needs when registering online.

Swinburne University of Technology CentreComm Simon – Web Based Solutions for Schools ClickView Softlink Modern Teaching Aids Canvas Little Sun International Loop Software Alaress – Schoolbox Cengage Learning JMC Academy Moore Educational Xtreme Software

Coffee Barista Made Coffee is available at the Atrium Cafe in the Hawthorn Atrium throughout the day and is complimentary when you produce your conference lanyard.

Special needs If you have any special needs, including dietary requirements please contact the conference secretariat julie@thefullpretzel.com.au

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Conference Logistics (cont.)

Venue details

Most street parking in the area is 2 hour limited, ticketed or timed parking.

Swinburne University of Technology Burwood Rd, Hawthorn Note: The university is a non smoking environment

Public transport The campus is approximately a one minute walk from Glenferrie Station. Belgrave, Lilydale and Alamein train lines from the city travel to Glenferrie Station in 10 minutes.

By car There are two carparks available for the conference.

1. Swinburne University Carpark is on Wakefield St off Glenferrie Road. It is open from 7am 10.30pm on Friday and 7am - 7pm on Saturday.

Daily rate is $6.50 (NOTE: This carpark is CASH ONLY)

Tram No.16 Kew to St Kilda Beach stops on Glenferrie Road, where shops, food outlets and ATMs are also located.

Bus No. 624 Kew-Chadstone – Oakleigh (via Carnegie), travels along Auburn Rd about a 10 minute walk to Campus.

2. Glenferrie Centre Carpark is on Alfred St at the top of the Woolworths building. It is a Care Park facility and open 24 hours. Daily rate is $9.00.

Awards 2015 DLTV OUTSTANDING LEADER OF THE YEAR AWARD

2015 OUTSTANDING EDUCATOR OF THE YEAR

THERESE KEANE

CELIA COFFA

Therese is a well-recognised and outstanding educator and leader in the field of ICT. Her recognised expertise in the field, diversity of ICT interests and her own proven ability to enthuse fellow leaders and educators contributes to her state, national and international reputation.

Celia is a well known and leading member of the Educational Technology community and a dedicated primary teacher who practices ideas she learns from her PLN and Edtech community into her classroom.

She has been a driving force in the uptake of technology at her own school and other Catholic schools through her role as ICON coach.

Therese always generously shares her expertise with ICT and IT teachers, amid her busy schedule at Swinburne University of Technology, through her extensive writings and professional development programs. She professionally contributes to the advancement of ICT education at state, national and international levels.

Celia has brought out the best in her students, both in their academic and social-emotional learning via engaging information technology projects. Celia enjoys hearing what others have to say, takes on board new ideas and adds value to learning when she makes it fit for her students.

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Program schedule with sessions and times FRIDAY 24TH JULY 8.00am – 9.00am

Registration opens

9.00am – 10.15am

Keynote – Hamish Curry, NoTosh

10.15am – 10.45am

Morning Tea and Expo, Hawthorn Atrium

10.45am – 11.30am

SESSION A

11.45am – 12.30pm

SESSION B

12.30pm – 1.30pm

Lunch and Expo, Hawthorn Atrium

1.30pm – 2.30pm

Keynote – Celia Coffa

2.45pm – 3.30pm

SESSION C

3.45pm – 4.30pm

SESSION D

4.30pm – 5.30pm

Social networking hour

SATURDAY 25TH JULY 8.00am – 9.00am

Registration opens

9.00am – 10.15am

Keynote – Anne Edmonds

10.15am – 10.45am

Morning Tea and Expo, Hawthorn Atrium

10.45am – 11.30am

SESSION E

11.45am – 12.30pm

SESSION F

12.30pm – 1.30pm

Lunch and Expo, Hawthorn Atrium

1.30pm – 2.30pm

Keynote – Corrie Barclay

2.45pm – 3.30pm

SESSION G

3.45pm – 4.30pm

SESSION H

4.30pm – 5.30pm

Social Networking Hour

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SESSION DETAILS SESSION A

FRIDAY 24TH JULY

10.45AM – 11.30AM

A1

A2

Student centred learning in a tech rich environment.

Come Edmodo with me Rick Kayler-Thomson, Ocean Grove Primary School

Emily Fintelman, Aitken Creek Primary School Erin McNamara, Aitken Creek Primary School

DIGITAL TOOLBOX | PRIMARY | SECONDARY

We've all heard the statistics, and rightly or wrongly, social networking sites like Instagram, Facebook and Snapchat are playing a major part in the day to day lives of young people. For many schools, the safety concerns mean that enabling Facebook and the like is just too great a risk. If it's not Instagram, then it's another online social network just around the corner that students know about before teachers and parents.

CONTEMPORARY PEDAGOGIES | PRIMARY

The traditional teacher and student roles have changed. This workshop will demonstrate how to facilitate a learning environment where students are more active in the learning process, taking control of not only what they learn but how they want to learn it. Participants will discover how to make learning student-centred by giving students choice when using technology. It will include practical ideas for meeting early years curriculum using creation-based rather than content-driven apps. The session will also explore app-smashing and demonstrate how devices in the classroom can be used to enhance learning experiences using the SAMR model. This will be an active, hands on workshop where participants will be able to explore, play and learn using apps from their digital toolbox. This workshop is suited for P-6 teachers of all skill levels who are looking to enhance their digital pedagogies.

Participants are required to bring along an iPad with the following apps installed Popplet, Book Creator, Pic Collage, Explain Everything and Tellagami.

Enter Edmodo, a social networking space developed by teachers with a pure education focus. Simple to use yet at the same time powerful enough for even the oldest students to work with, Edmodo is rapidly being embraced by schools and universities across the globe. Access is controlled by group codes generated by the teacher, thus encouraging safe collaboration.

This is a hands-on workshop. Bring a device that has access to any browser. The session is suitable for beginners.

Firstly, participants will be able to sign up as 'students' to explore the Edmodo experience through the eyes of a young learner. Secondly, participants will sign up as teacher users and be guided through the creation of their own Edmodo classroom as well as exploring the numerous features that Edmodo contains. * It would be beneficial (but not compulsory) if participants could create a teacher account on Edmodo prior to their attendance.

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A3

A4

Game On! Integrating game making and design in the primary curriculum

Case Study: Connecting science clubs via video conference

Irene Ognenovski, Charles La Trobe P-12 College

Ben Newsome, Fizzics Education

DIGITAL TECHNOLOGIES CURRICULUM | PRIMARY

A CREATIVE, CONNECTED AND COLLABORATIVE CURRICULUM PRIMARY | SECONDARY

The new Digital Technologies curriculum is coming soon but how do teachers integrate it into their daily practice? The 5/6 team at Charles La Trobe P-12 College can help provide some answers.

Throughout this year students have been learning and using Scratch in Literacy and Inquiry to demonstrate and share understanding. Teachers have used Literacy groups for students to self-pace their learning in Scratch and opportunities to apply their coding to Inquiry learning. Improvements have been seen in student literacy, problem solving, numeracy and student self-efficacy skills while promoting deep engagement in learning. The presentation will share our work in embedding computer programming across other curriculum areas in a purposeful way. Attendees will find out the strategies and approach for integrating programming in Scratch into the daily program and will include opportunities for experiencing Scratch from the student perspective. This presentation is suitable for all classroom teachers who are looking for ways to integrated the Digital Technologies curriculum.

During 2013 and 2014 Fizzics Education & Sydney Olympic Park Authority partnered with the GWS Giants to deliver after school science clubs conducted by video conference that integrated hands-on science experiments with student goal setting, character development and leadership activities. The weekly science club networked multiple sites through both video conference codecs and connected tablets to produce students running hands-on science experiments in their own location with local school staff and parent helpers.

Program and technical facilitation was provided from a live central helpdesk (Fizzics Education) with guest presenters from a variety of locations joining live via video conference to link weekly science experiments to leadership and life skills and to provide motivation, careers information and reflective activities. Program partners included the AFL Indigenous Academies, Macquarie University, Australian Museum, Powerhouse Discovery Centre and NSW Distance & Rural Technologies as well as guest appearances from the Reef HQ, Australian Mineral & Fossil Museum, Museum of Human Disease, Australian National Maritime Museum and the Murray-Darling Basin Authority. Two club streams were delivered whereby one involved schools and the other involved Blacktown Library, Auburn Library and Hurstville Gallery & Museum.

This session will also include a demonstration of the possibilities as you get hands-on running experiments in the conference guided by a remote educator from Fizzics Education as well as a brief discussion of the findings of a 2014 Churchill Fellowship on best practice in science education via video conference.

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A5

A6

Leading technological change from the middle: Building your leadership capacity

Teaching intellectually diverse students through games K Clark Burt, Ashwood Special School

Catherine Hart, Australian Catholic University

RESEARCH IN THE CLASSROOM | EARLY CHILDHOOD | PRIMARY

LEADERSHIP | PRIMARY | SECONDARY

Today's classroom is promoted to be an inclusive cross-section of intelligences. We as teachers should expect to have as many as five different AusVELS levels in a single class. How can a teacher effectively teach to such a wide range of abilities?

From my experience teaching at a school for students with mild intellectual difficulties, as well as my PhD research, I have found that a games-based context provides a familiar and engaging foundation from which a variety of extension activities can be based.

Are you tech-able or tech-interested? Are you struggling to gain traction and technological momentum in your subject department/team/school? Leading technological innovation in schools relies on building teacher's confidence and supporting the development of their technological and pedagogical content knowledge (TPACK). This is no easy feat‌ This session provides a process for developing lowrisk/high-trust communities of practice in your school. To do so we will examine a range of strategies for developing teachers' TPACK at the subject department or 'team' level that fits within a broader 'whole school' approach to 'eLearning'.

More specifically, the session will focus on technologies that promote collaborative synchronous curriculum development; the curation and creation of interactive digital teaching resources and customized e-texts, and the process of utilizing, evaluating and sharing digital curriculum materials.

A games-based context does not necessarily mean just playing games in the classroom (though some of that can happen). It is about providing a concrete and exciting place to start a topic such as creative writing. Many games have narratives that explain the game's goal (e.g. 'save the princess'). I use that story, setting, and characters as a way to excite students to write a similar story. Depending on the student's ability, the task can be extended in a variety of ways.

For students with a lower ability, they can simply write what they know about the game (which might be a lot!).

No doubt you have a heard the phrase: 'teach to the middle'. This is an unfortunate reality in many classrooms; one that disengages brighter students and leaves behind those who are struggling. I argue that through using a games-based context to teach literacy, you can create a lesson that caters to the lower students, while providing rich extension activities for higher ability students.

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A7

A9

Software Development: 2016 and beyond

Changing the way schools use, create and share video content to support curriculum outcomes

James Vella, MacKillop Catholic Regional College Chris Bucknell, Haileybury College

Emma Campbell - Clickview

VCE VET IT | COMPUTING | ICT | VCE DIGITAL TOOLBOX | PRIMARY | SECONDARY

As part of the new VCE Computing study design, Software Development has undergone some interesting changes. Chris Bucknell and James Vella, who were members of the VCE Review Panel, will discuss the new additions and changes to the study, the new assessment structure and some general tips on how you might like to teach the study.

With BYOD programs in many schools, the ability for teachers and students to find, create and share videos easily has never been more important. This practical session will demonstrate how to quickly and easily find relevant videos that are aligned to the Australian Curriculum - cutting your research time from hours to seconds. We will also explore how teachers can create their own video content in the classroom and seamlessly share this with individual students, classes or colleagues.

A8 VCE Algorithmics tasters: Hear from this year’s students Ziad Baroudi, Avila College VCE ALGORITHMICS | VCE

Ziad and three of his students Sherangi Boteju, Devni Nagodavithana and Aretha Peethamparam will relate their experience of undertaking the course in its first year. Attendees will have the opportunity to solve one of the problems in the study design. If you're thinking about offering Algorithmics at your school in the future, you will have the opportunity to ask questions that may help you make a final decision.

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SESSION B

FRIDAY 24TH JULY

11.45AM – 12.30PM

B1

B2

Telling radical stories

Explore the world with Google

Sofia Pardo, Nathan Moore and Jiakai Li – Charles La Trobe P-12 College

Samantha Vardanega, Simplify Solutions

CONTEMPORARY PEDAGOGIES | SECONDARY

DIGITAL TOOLBOX | EARLY CHILDHOOD | PRIMARY | SECONDARY | VCE

Learning languages can be difficult (especially Chinese Mandarin) but can it be made easier by using mnemonics? At Charles Latrobe P-12 College Year 9 Chinese elective students have engaged in the creation of multimedia mnemonic stories on the most frequently used Chinese radicals. It was expected that by learning these radicals and creating multimodal stories to help themselves and others remember them students would develop the ability to make educated guesses when faced with unknown characters. In making their stories students used a range of technologies to author, share, provide feedback and publish. As a part of this process social media (Yammer) was harnessed to provide an authentic platform for students to engage each other in the learning. This presentation will discuss the pedagogy, tools and technologies used, and will share student voice and responses to the project. This presentation is relevant to all teachers and the findings of this project can be applied to all areas of the curriculum where key concepts need to be learned.

We all know Google Maps are great for helping us find our destination and checking out what our house looks like from above. But did you know that Google have heaps of great mapping-related tools you and your students can use in the classroom?

In this session, we will learn how to explore the world with Google tools. We'll take a look at how Maps, My Maps, Tour Builder, Street View Treks, Google Views, the Cultural Institute and more can provide richer learning opportunities in many different subjects. That's right, this is definitely not just a session for geography teachers!

Google's mapping and exploration tools have many great applications across all year levels and many subjects. From taking your students on a virtual field trip to their sister school, to teaching about measurement and shapes. Perhaps you'd like your students to recreate a journey of a book character, or see first-hand the effect our growing world population has on the natural environment.

This session is suitable for educators of all skill levels.

You'll get a chance to try out some of these exciting tools for yourself, so do bring along a device if you want to join in.

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B3

B5

Starting with Digi Tech - Resources, tools and tips

Revitalise years 9-10 computing studies with new Digital Technologies

Penny Rowe, DET

Sid Bagh, St. Monica's College Phillip Di Natale, St Monica's College

DIGITAL TECHNOLOGIES CURRICULUM | PRIMARY | SECONDARY

This presentation will unpack the basic elements of the Digital Technologies curriculum, including the terminology, the strands, example unit plans and where to start. It will include information of where to find resources and organisations that can help.

DIGITAL TECHNOLOGIES CURRICULUM | SECONDARY

This session will present ideas that will encourage students to choose Digital Technologies as a field of study. The focus will be on the curriculum in year 10.

The presentation will include possible course outlines and topics for middle years IT (10) and the reasons for developing/amending existing courses. If requested by the audience, the presenters can also provide brief information on possible outlines for years 7 and 9. This presentation covers mapping of the new curriculum (Knowledge and Understanding and Processes and Production Skills) to the school courses. Student ambassadors will present their work and experience and the audience will have the opportunity to ask them questions. Time will be allocated for the audience and presenters to interact in a forum based discussion.

B4 iPads supporting a school partnership programme: the iLearn:weLearn project John Vincent Brett Fitzsimmons, Brighton Grammar School coordinator iLearn:weLearn DIGITAL TECHNOLOGIES CURRICULUM | SECONDARY

John Vincent (research assistant) and Brett Fitzsimmons (Brighton Grammar School coordinator iLearn:weLearn) Brighton Grammar School and Berendale School for intellectually disabled students forged an unusual partnership that aimed to be mutually beneficial to the students of both schools.

Building on an existing relationship in which BGS students support a Berendale camping program, in 2013 a group of year 9 and 10 students at BGS volunteered to form a team to work with a year 8 class at Berendale to code mathematics apps in two topic areas. As the coding proceeded, the BGS students worked directly with the Berendale students and as a team used their experiences to refine the apps. To strengthen the relationship, social events were also held at both schools. The partnership mediated by the app-building activity produced positive outcomes in a number of fields for both schools: social, learning, organisational, and team-building (unusual in a school situation other than through sport).

B6 Technological play is real play. Recognising traditional concepts of play in children's activities Jo Bird, Australian Catholic University RESEARCH IN THE CLASSROOM | EARLY CHILDHOOD | PRIMARY

Early childhood education values play as a vehicle for children's learning (Rogers & Evans, 2008;Wood, 2013), and as the availability of technologies continues to increase in society, so does their availability in early childhood educational settings.

While some authors believe children's engagement with technologies has negative effects (Cordes & Miller, 2000) and can limit their play skills (Leong & Bodrova, 2012); other authors are calling for a rethinking of play in the digital context, believing technological play is children's way of enacting the practices they see occurring in their social context

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(Edwards, 2013; Marsh, 2010; Plowman, Stephen, & McPake, 2010). If technological play is viewed in this way, the practices that surround the provision of technologies in early childhood education would support children's meaning making attempts and value this play as a modern vehicle for learning. The traditional practices in early childhood education are often seen to be at odds with technologies, resulting in the technologies being restricted or sometimes removed altogether. This session aims to link children's technological play with traditional play concepts and highlight its potential to extend children's learning. Looking at play in this way, results in new practices being developed that see the possibilities for learning with technologies that utilise their potential for the children we teach.

(Reference list available in session)

B9 The evolution of education Ian Aitken – Samsung DIGITAL TOOLBOX | PRIMARY | SECONDARY

How Samsung is transforming the use of Technology in schools.

B7 VCE Computing: Units 1 and 2: An overview Anthony Sullivan, The Peninsula School VCE VET IT | COMPUTING | ICT | VCE

This session will focus on the Areas of Study for Units 1 and 2 Computing for the new study design due for implementation in 2016. The details of each new outcome in the study will be discussed, comparing changes from the current study design.

Possible ideas for assessment tasks may also be covered.

B8 VCE Algorithmics: Unit 3 extended project Greg Breese, Glen Waverley Secondary College VCE ALGORITHMICS | VCE

This session is for teachers planning to teach VCE Algorithmics in 2016. The Unit 3 Algorithmics School-Assessed Task includes an extended project that ties together student understanding of data modelling and algorithms. In this session a sample extended project will be presented and worked through.

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SESSION C

FRIDAY 24TH JULY

2.45PM – 3.30PM

C1

C2

“Don't be a textbook” Corrie Barclay, Northern Bay College

Becoming a more connected educator

CONTEMPORARY PEDAGOGIES | EARLY CHILDHOOD | PRIMARY

Aaron Davis, Brookside P-9 College

SECONDARY | VCE

DIGITAL TOOLBOX | EARLY CHILDHOOD | PRIMARY

Too often as teachers we ask more questions than what we answer and perhaps this should not be the case. We also have a tendency to 'spoon feed' our students and point them in the direction of the content that they require for specific purposes and then call this 'research'.

SECONDARY | VCE

Everyone has heard the phrase, but what does it actually mean to be a connected educator? Does it mean I have to be on Twitter? What do I share? Do you have to be online to be a connected educator?

This session will unpack what it means to be a connected educator and why it is so important today. Participants will unpack the challenges associated with developing personal learning networks, engaging with others in an online environments, curating content, the importance of attributing ideas and how to create your own workflows to help manage information. Throughout this session a range of practical examples and resources will be provided for taking the next step.

Why do we not have the confidence in our students for them to be able to lead their own learning in ways that they feel meet their needs?

This session (BYO Device) will investigate how you as the teacher can become more of a learning facilitator than teacher, and have students drive their own learning to seek the answers to the questions they themselves are asking.

This hands on session will focus upon using various teaching models, tools and strategies that will reshape current pedagogy to encourage students to take ownership of their learning and not rely specifically on the teacher, or Wikipedia, for the answers they require.

Whether you are a teacher or an administrator, Primary, Secondary or Tertiary, this session is for you.

At its heart, this session is about leading the learning into the 21st century both inside and outside of the classroom.

So bring your own connections whatever that may be and be a part of the community. Bring your curiosity and questions and let's share.

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C3

C5

DigiTech vs ICT Jeremy Kalbstein, VGR Interactive

An introduction to Peer Coaching

DIGITAL TECHNOLOGIES CURRICULUM | PRIMARY | SECONDARY

Penny Rowe, DET LEADERSHIP | EARLY CHILDHOOD | PRIMARY | SECONDARY | VCE

Is it a skill? Is it a behaviour? No! It's ‌! As all schools are required to implement the Digital Technologies curriculum over the next 18 months, this interactive workshop is designed to lift you out of the confusion so that you can hit the ground running when the time arrives. Digi Tech Vs ICT will explore the key concepts and elements of the Australian Curriculum's Digital Technologies learning area alongside the AusVELS ICT Domain to identify their similarities and differences. Delegates will define and unpack the language of the Digital Technologies curriculum.

This session will give participants a taster of the three-day Peer Coaching training, facilitated by the Digital Learning Branch. Participants will gain an understanding of how the Peer coaching model is different from other coaching models and the core principles that underpin it. It is one way in which you can embed professional learning within the school by leveraging existing knowledge and expertise. Peer coaching is based in the work of the classroom and builds capacity at the point of need for teachers. It establishes protocols to enable deep conversations around how pedagogy and digital technologies enhance, accelerate and redefine learning opportunities for students. We will also highlight how Victorian schools have successfully used this model for capacity building in their unique settings.

C4 PLNs: Belong, connect, reflect Leigh Murphy, Education Services Australia A CREATIVE, CONNECTED AND COLLABORATIVE CURRICULUM EARLY CHILDHOOD | PRIMARY | SECONDARY | VCE

This presentation will explore the role of online professional learning networks and look at the implications and importance of connected learning for teachers. The session will discuss characteristics of effective networks and highlight some best practice examples to help you connect, share and belong to a learning network. The presentation will also introduce the new and improved Scootle Community https://community.scootle.edu.au, Australia's national connected learning platform for educators.

Please bring a device to explore, join and participate in a range of learning networks through the course of the session.

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C6

C7

As you think, so shall you be: How our personal beliefs influence the way our students learn, grow and explore

VCE Computing Unit 1: Ethics and investigation Therese Keane, Swinburne University of Technology

Joanne Blannin, DET & University of Melbourne

VCE VET IT | COMPUTING | ICT | VCE

This session explores how to teach Outcome 1, Unit 1 in the Computing Study Design to be introduced in 2016. As part of this outcome, students will conduct an investigation into an issue, practice or event and collect primary data, interpret and manipulate this data into a graphical solution to represent their findings through an infographic. Infographics can include charts, flowcharts, diagrams, images, hierarchies, animations,maps and timelines. Students will apply computational thinking skills when extracting meaning from data and apply design thinking knowledge and skills to create an infographic.

RESEARCH IN THE CLASSROOM | PRIMARY | SECONDARY

Our levels of self-efficacy (sometimes called selfbelief) influence our every decision and impact on our successes and failures. It defines what we feel we 'can' and 'can't' do. Self-belief is a challenge for many teachers new to using technology as they are faced with new hardware, software, pedagogies and students that have skills beyond their own.

This session acknowledges that the our beliefs as we approach our classroom teaching impacts on what our students will attempt and whether they will find success. If we anticipate challenges with technology, we will likely find them!

This session will explore the role of self-efficacy in our everyday lives and in our schools. It will ask us to consider how we might best position ourselves for our own and our students' success. A workshop component during the session will walk participants through the four main aspects of self-efficacy, as described by Bandura (1995). Participants will be supported to reflect on how they and their staff might benefit from raising their levels of self-belief when faced with new, and at times confronting, technologies in the classroom. This session is part of an ongoing Doctoral research study and will be useful for anyone wanting to support teachers who feel less confident in using ICT for learning.

C8 Fertile tasks for algorithmic thinking in the middle years Greg Breese, Glen Waverley Secondary College VCE ALGORITHMICS | SECONDARY

This hands-on session will introduce teachers to several fertile problems that could be used to develop algorithmic thinking, algorithmic literacy or to introduce a variety of algorithm design patterns in the middle years of schooling.

C9 Mastering multimodal text with a range of Adobe solutions Brian Chau – Adobe DIGITAL TOOLBOX | PRIMARY | SECONDARY

The concept of multimodal text dominates the English learning area in the Australian Curriculum. Multimodal text is defined in the Australian Curriculum as a combination of two or more communication modes (for example, print, image and spoken text, as in film or computer presentations).

Adobe has a wide range of multimodal solutions that are regularly used by educators and students globally to enhance the education process. Examples include Adobe InDesign, a range of Adobe Photoshop solutions, Acrobat Pro, Adobe Voice, Adobe Slate, Edge Animate, Adobe Muse and others.

This workshop looks at some of these solution and how they can be used by students to construct their learning and teachers to enhance the way they communicate.

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SESSION D

FRIDAY 24TH JULY

3.45PM – 4.30PM

D1

D2

School's out, virtually: How we closed the doors of our school and delivered all our classes digitally for a day

Closing the distance - Using online communications tools to learn together Danielle Meehan, Charles La Trobe P-12 College

Stuart Fankhauser, Nossal High School

DIGITAL TOOLBOX | PRIMARY

CONTEMPORARY PEDAGOGIES | SECONDARY | VCE

Communication, it is such a key aspect of teaching and learning. But as teachers how can we make use of the wide variety of ways that students could use to connect to each other. We believe that building links beyond our walls is so important for developing students place in the world, but how you actually make this happen?

The technology to support the digital delivery of teaching and learning has been available for sometime. However, universities have reported that students often take quite some time to confidently use discussion boards and other online tools to support their learning. At Nossal High School, we have endeavoured to create an authentic online learning experience for our students through the use of synchronous and asynchronous digital delivery of classes on several occasions throughout the year.

Our first synchronous digital delivery day was undertaken in 2014 in June and our second, an asynchronous event, was in August. In 2015 we will be holding digital delivery days in June, August and November.

Throughout 2015, two classes at Charles La Trobe College bridge the distance between the two campuses by using different technologies. Our session will demonstrate some of the ways that a class or school can connect, communicate, share resources and complete units together.

In this presentation we will share the teachers and students' experiences from both classes and will discuss the benefits of real time learning tools. We will discuss the tools chosen and the benefits and roadblocks encountered by using these, including students' thoughts on the value added to their learning.

This session will explain our approach to developing our digital delivery day program including the professional development program undertaken by staff, a description of the digital tools used and the sharing of students' experiences.

By coming to this session you will gain practical ideas for online collaboration tools and projects that are easy to use in a primary classroom. We hope that this presentation will be relevant for all classrooms teachers but will especially appeal to those working in primary schools.

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D3

D4

Coding - What's that?

Don't worry, we didn't know either!

What is blended learning and how can I do it?

Chris Gatt, Northside Christian College

Michelle Wong & Tom Daniel, Balwyn Primary School

A CREATIVE, CONNECTED AND COLLABORATIVE CURRICULUM

DIGITAL TECHNOLOGIES CURRICULUM | PRIMARY

SECONDARY | VCE

In this session, you will learn about the importance of computer programming and how it shapes our everyday lives. We will articulate our journey of how a code club program was established at our school, the justification for setting one up and the process for selecting students. You will learn about different types of programming languages and programs that can be utilised with primary students. You will have first hand opportunities to code, and evaluate coding programs and student products made on iPads and laptops. Students will talk about some of the products they have made as a result of coding and the benefits of coding for developing problem solving, logic and reasoning skills. Though it started as an enrichment program, the coding club has influenced classroom practice across the school. As primary school teachers, we will show how we have authentically integrated computer programming into other parts of the curriculum.

Blended learning is a popular buzzword but what is it and how can it work in your classroom?

At its heart, blended learning simply involves a mixture of face-to-face and online teaching and learning. Through this session we'll consider this definition and look at different models of blended learning. I'll share my experiences working in VCE where we have three traditional periods and two online lessons each week. I'll discuss what I've learnt this year as I've attempted to deliver the bulk of my Year 10 English course online, while also being in the same physical space as the students. I'll share the benefits of this approach and pitfalls I've identified.

We'll review some useful strategies and software.

This session will primarily be aimed at secondary teachers beginning to consider blended learning, but other year levels or teachers already experienced in this area could still find something of value by attending.

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D5

D6

Leading the way: Championing change in digital practice

How does school wide innovation scale effectively?

Richard Olsen & Luke Franklin, Hurstbridge Primary School

Nathan Moore, Charles La Trobe P-12 College

RESEARCH IN THE CLASSROOM | EARLY CHILDHOOD | PRIMARY SECONDARY | VCE

LEADERSHIP | EARLY CHILDHOOD | PRIMARY | SECONDARY | VCE

This session is designed for teachers and school leaders who are seeking to realise whole school innovation in their schools, make a case for change and promote a compelling vision for increased use of technology . Luke and Richard will share how a focus on pedagogical quality underpins effective school wide pedagogical innovation. Specifically Luke will share his work at Hurstbridge Primary School over the last two years.

The world these days is in a constant state of technological change and innovation. Our students are deeply engaged in the digital world but are our schools up to the challenge of engaging and educating students of the 21st Century?

Over the past 18 months the Classroom of the Future project at Charles La Trobe P-12 College has been investigating three key questions: How does the precise and deliberate pedagogical use of ICT, in technology-rich environments‌

In this session participants will gain understanding of how being able to understand, discuss and design innovative pedagogies is crucial to the success and adoption of innovative practice. Additionally participants will be introduced to data to measure pedagogical capacity, effectiveness and quality, in order to make better decisions about innovative practice and measure impact on student learning.

- Impact on students' achievement, engagement and development of 21st century skills?

- Impact on teachers' pedagogical capacity and practices?

- Impact on whole college change?

So how do leaders actually bring about sustainable change in teacher practice? This presentation will share the successes and reflection opportunities (aka failures) that come with driving change in the way students and teachers use digital tools for learning.

Strategies, resources and pedagogical approaches for improving teacher capacity will be shared and discussed.

D7 Software Development: How does a School-Assessed Task (SAT) fit into the picture?

James Vella, MacKillop Regional Catholic College Chris Bucknell, Haileybury College

Attendees at this presentation will learn practical ideas for leading and gaining momentum in changing digital practice in their schools. The good, bad and ugly will all be shared and discussed with a particular focus on building teacher capacity and whole College change sustainably.

VCE VET IT | COMPUTING | ICT | VCE

So Software Development Units 3 and 4 now have a SAT listed as part of the assessment? Chris Bucknell and James Vella will discuss how the SAT fits into the new study and also work through the logistics of School Assessed Tasks in the Computing: Software Development (formerly Information Technology) study design.

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D8

D9

What computers can and cannot do — Algorithmics and the universality of computation

Making continuous/real time reporting to parents a reality Kevin Brodie and Andrew Weir - SIMON

Bernd Meyer, Monash University

DIGITAL TOOLBOX | PRIMARY | SECONDARY

A discussion and demonstration of how the SIMON project has worked with schools to achieve manageable real time, continuous reporting to parents. We will cover strategies that have allowed schools to ensure that all staff are on board with this style of reporting and how leadership can ensure that real time reporting is not an onerous task for busy teaching staff.

VCE ALGORITHMICS | VCE

Algorithmics is not just the basis for computer programming but a mathematics of processes, a powerful conceptual framework for understanding systematic reasoning. Its central theories concern all forms of computation: past, present and even those not yet invented. Bernd will explain some central insights of Turing and other titans of Algorithmics and what these tell us about the possibility and limits of intelligent machines. Along the way you will encounter the historical and intellectual roots of computer science in mathematics and some very busy nocturnal rodents.The presentation aims to elucidate the study design of VCE Algorithmics Unit 4 in the broader context of algorithmics.

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SESSION E

SATURDAY 25TH JULY

10.45AM – 11.30AM

E1

E2

Disruptive thinking in education

Google Forms 101 Eleni Kyritsis, Firbank Grammar School

Anthony Speranza, St Mark's Primary School

DIGITAL TOOLBOX | PRIMARY | SECONDARY

CONTEMPORARY PEDAGOGIES | EARLY CHILDHOOD | PRIMARY

Google Forms are a powerful tool that form part of the Google Apps For Education suite that allows us as teachers to receive instant feedback and data from our students.

SECONDARY | VCE

Schools can be incredibly hard places to change, and at times, difficult spaces for re-imagination to take place. Too often we are bogged down by the day-to-day structures and internal / external forces and influences that dictate the learning for our students. Fixed-mindsets and the proud traditions or methods of “doing things we have always done” can be a toxic combination. Whilst there are pockets of innovation happening around the globe, we can't really say that education has hit its mass tipping point as yet.

In this session participants will learn how to create Google Forms for collecting student data, exit tickets, student wellbeing, unit of work reflections, and pre and post testing.

Participants will further explore how they can then use and analyse collected data with Flubaroo, to grade whole class assessments in under one minute, and autoCrat, a document merge tool.

This session is suited to educators wanting to give each of their students a voice while saving valuable class time.

This session will unpack the importance and impact of disruptive thinking in education, as well as the methods that educators might seek in changing their classrooms and schools for the better.

Examples will be provided of ideas and technologies that are disrupting our lives and shaping the future of education.

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E3

E5

Bridging the disconnects

eLearning coaching: The first year

Tim Kitchen, Adobe

Roxanne Ciddor, Bialik College Marion George, Bialik College

LEADERSHIP | EARLY CHILDHOOD | PRIMARY | SECONDARY | VCE

An important aspect of 21st century education is facilitating meaningful connections between teachers and students, parents and schools, education administrators and teachers as well as industry and education. This presentation looks at some of the disconnects that are apparent in the learning and teaching process and suggests ways of bridging the gaps through the use of modern technology to enhance creativity, communication and collaboration.

LEADERSHIP | SECONDARY

Integrating eLearning is essential to effective teaching and learning. However, it is challenging to achieve this goal. This session will outline the process of establishing eLearning coaches and the underpinning frameworks. It will reflect honestly on the first steps of the program, including the highlights and challenges.

E4

E6

Kidztek - Full STEAM ahead

Reduce your workload with Google Apps Script

Michelle Meracis, Manor Lakes P-12 College

Nathan Bailey, Simply Solutions

A CREATIVE, CONNECTED AND COLLABORATIVE CURRICULUM | PRIMARY

TECH HEADS | EARLY CHILDHOOD | PRIMARY | SECONDARY | VCE

Over the past four and half years years, Michelle has led the 1:1 iPad program in grades 2 and 6 at Manor Lakes P-12 College. During this time, she has introduced a number of tasks to promote creativity, reflection and student voice. Last year, Michelle decided to take things further by introducing her students to a regular STEAM class, called KidzTek, where students explored Science, Technology, Engineering, Arts and Mathematics concepts.

Save time and generate amazing results by getting Google Docs and Sheets to do your work for you!

As a teacher there's always too much paperwork to do. Sometimes you find yourself doing the same edit across a range of columns in a Sheet or across paragraphs in a Doc. Wouldn't it be great if you could get your computer to do it for you? Well you can, with Google Apps Script!

This session will introduce you to Google Apps scripting. Don't worry, you don't need any technical background, as long as you're comfortable with Google Docs and Sheets, you're ready to learn how to write simple scripts to edit, summarise and automate your work, saving lots of time and effort.

This session is suitable for educators of all skill levels. You'll get a chance to edit and use an example script, so bring your laptop along if you'd like to join in.

Throughout this session, Michelle will share her journey with running KidzTek, as well as discuss and elaborate on the effectiveness of the activities pursued by her students.

Please refer to Michelle's blog for more information about KidzTek: http://kidztek.global2.vic.edu.au/

Audience: Familiar with Google Docs and Sheets but no previous programming experience

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E7

E9

Informatics: 2016 and beyond

Technology Enhanced Learning

Robert Timmer-Arends, Brighton Secondary College

David Brett and Kynan Robinson - DB Primary

VCE VET IT | COMPUTING | ICT | VCE

A CREATIVE, CONNECTED AND COLLABORATIVE CURRICULUM | PRIMARY

2016 sees the introduction of the revised, rebadged Information Technology study design. What was originally 'Information, Processing and Management' and then became 'IT: Applications', will soon be known as 'Informatics'. The name change indicates a change in course content but there is still much that is the same. This session will look at what is new and what is (more or less) the same.

While Australia waits for the new Digital Technologies Curriculum to be endorsed, over in the United Kingdom teachers are already coming to terms with a new National Computing Curriculum.

Digital Technologies should become part of a 'learning toolkit' across the curriculum, giving students' opportunities and encouraging computational thinking, creativity, connections, collaboration and evaluation.

E8

But are you ready? Are your colleagues ready?

Is your school ready?

First steps in programming

In this session learn how over 1,200 primary schools in the UK have approached this digital challenge.

Jenny Ashby, Epsom Primary School ROBOTICS, CODING AND PROGRAMMING | EARLY CHILDHOOD | PRIMARY

Take your first steps towards programming with Jenny Ashby and the beebots. Then apply your knowledge to tackle further programming. Beebots use very simplified logo. They are hands on devices that move when directed. You will learn how to use them in your classroom to enable students to move onto further programming. Students using beebots collaborate, problem solve, develop persistence, and much more. This is suitable for P-2 teachers and leading teachers who need to provide teachers who have no programming knowledge with PD about programming.

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SESSION F

SATURDAY 25TH JULY

11.45AM – 12.30PM

F1

F2

Getting ready to flip your classroom

Effective collaboration using Google Drive

Suzanne Arnott, Sandringham College

Nathan Lane, St Columba's College DIGITAL TOOLBOX

CONTEMPORARY PEDAGOGIES | PRIMARY | SECONDARY

Google Drive opens up a range of possibilities for collaboration with students and colleagues, and has great potential for use in the classroom. This presentation will focus on introducing some of the basic features of Google Drive, in particular creating simple Google Forms, documents and presentations which allow teachers and students to collaborate and share online, anywhere and at anytime. The learning from this session will have immediate use for teachers on return to school.

Time is so very precious, but we have the technology to take us through time, no not a TARDIS, a video time flip. So it's time to flip your classroom into the 21st Century.

Flipping your classroom involves creating learning tools for your students to watch or reflect on at home, and the practical tasks are then followed through in class.

This “flipping” should give the teacher more time to engage with students and provide the deeper learning opportunities that many students miss out on when class time is filled with instruction. You can provide opportunities for students to be extended, as well as allowing others to view the learning tools multiple times if needed.

This session is aimed at delegates with beginner level ICT skills. Delegates will need to provide their own laptop to fully benefit from the session. The Google Drive screen layout is different on an iPad, and teachers will be shown the features of Google Drive using a laptop. Teachers need to check with their IT department prior to the conference to ensure their device is not locked and that it can be connected to wifi outside of the school with ease.

You don't have to be a tech genius to create these learning tools, and the apps or software are already on most of your devices. You can film on the fly, or create professional looking videos very simply.

This session will look at the nuts and bolts of “flipping” your classroom as well as providing participants the opportunity to explore some relevant software and apps to become a content creator. We will also look at the real world logistics of how to deliver the videos to your students.

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F3

F4

Students with literacy difficulties in secondary school

Virtual Drama - Teaching a practical class online Deanne Joosten, Phoenix P-12 Community College

John Vincent

A CREATIVE, CONNECTED AND COLLABORATIVE CURRICULUM A CREATIVE, CONNECTED AND COLLABORATIVE CURRICULUM SECONDARY | VCE

SECONDARY

Virtual Drama - Teaching a practical class online will look at ways technology can be used to inspire collaboration, innovation, creativity and transform learning in any classroom. The aim of this session is to inspire and excite teachers about being innovative with their use of technology. It is based on a learning experience which saw students from four schools studying VCE Drama via video conferencing and utilising a variety of innovative online tools. This session will explore the triumphs and challenges arising from teaching a practical subject online, as well as showcasing a variety of teaching tools. The resources and strategies demonstrated within this workshop are very relevant and easily adapted across ALL learning areas within a secondary school environment. This session will cover many ways in which technology can be used and adapted to suit your own technical ability and resources within your school. A variety of teaching tools will be demonstrated allowing attendees to walk away armed with a variety of tools to try out for themselves.

When a student with dyslexia or other language shortcomings enters secondary school, the pressure to produce acceptable written material can become intolerable. Such students may decide to avoid the process by dropping out altogether; succumb to depression or use multiple avoidance strategies. A lucky few find ways round the problems. Now, tablet technologies have opened the door for written language production in incredible ways. Speech-totext, text-to-speech and some new apps specifically designed to support language difficulties can allow students, often for the first time, to communicate effectively through writing. John will introduce the apps he has found most effective, and use case studies of students he has worked with at year 8 to year 12. If participants bring their tablets (iPad, Android or Windows) they can join in the fun.

Virtual Drama - Teaching a practical class online would be suitable for teachers who are interested in integrating technology into their classroom.

Teachers with all levels of technical ability are invited to attend as the focus will be on demonstrating the tools from a pedagogy point of view rather than purely as a technical discussion. Some of the examples provided will be focused on senior classes however all the resources are easily adapted to suit middle years also.

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F5

F6

Leading schools in a digital era

AutoCar: Model, move, think and learn

Tom March, Hobsons

Roland Gesthuizen, Keysborough College

LEADERSHIP | EARLY CHILDHOOD | PRIMARY | SECONDARY | VCE TECH HEADS | SECONDARY

What does it take to move a school into the next, digital era of education? Everyone knows that the mass production model isn't a great match for schools, being more a model for assembly lines than human learning, but what comes next, after last century's revolution in wide-scale education? And, more importantly, how do we get there? Tom March has been working on this for more than two decades and has a few simple ideas that can help any school and its leaders move toward their next phase of this transformation, wherever they are on the spectrum. This session combines interactive presentation and minds-on workshop to ensure that you will be able to personalise the ideas shared and to leave with a deeper understanding and a clearer direction for your school.

The Autocar project is our moon-shot. Our mission is to challenge students to design, build and program an autonomous vehicle. It goes beyond assembling a laser cut model or building something that just moves. The aim is to program a vehicle that can think. This is the hardest part of the challenge but will further extend students by challenging them to use a mobile device to collect sensory data and computational thinking to program a navigation algorithm, The team goal is to autonomously navigate the vehicle through a series of traffic challenges that test collision avoidance and road safety. We are looking to engage middle school students with an interest in Science, Technology, Engineering and Mathematics (STEM), Teams and teachers will be meeting regularly and sharing their work online. During 2015 we will complete the pilot for an even larger international project in 2016 that that will be showcased at the ITS Word Congress in Melbourne along with a maker-space where we can share with delegates the hands-on problem solving and learning we have shared. Moonshots live in the gray area between audacious technology and pure science fiction. This project will take my students beyond modelling the real world. It is about empowering them to build and control their future.

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F7 VET ICT: How I run my class for new and old trainers Peter Nash, Wyndham Central College VCE VET IT | COMPUTING | ICT | VCE

For new or experienced trainers, this presentation is meant to provide trainers wanting more information about VET ICT with the necessary tools for running their course but can be adaptable to the VET IDM program and meet the requirements of the AQTF that an RTO may need. The presentation provides an overview of how one school sets up the VET training room , provides resources to record SWL and unit results and links to organisations that support VET studies is presented and can be gathered afterwards.

Scored assessment is discussed but is not the main focus of this presentation therefore if VET support is what you are after then there is an opportunity to discuss this with an experienced trainer.

F8 Should students catch a code?

John Pearce, Deakin University ROBOTICS, CODING AND PROGRAMMING | PRIMARY | SECONDARY

Steve Jobs once suggested that "..... everybody ‌ should learn how to program a computer because it teaches you how to think." This notion is not new, indeed Seymour Papert was espousing similar ideas in the 1980s. For so many years the options for teaching simple coding were limited to one or two options such as LOGO and latterly Scratch. The last couple of years has seen a veritable explosion of options for introducing coding including online and mobile options. Nowhere is this better exemplified than in the new UK curriculum which embraces the "Coding Challenge" with children from the age of five being taught how to program. This session will showcase and explore a range of options for including coding in your classroom and beyond.

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SESSION G

SATURDAY 25TH JULY

2.45PM – 3.30PM

G1

G2

21CLD - A framework for developing contemporary learning

Thinking beyond limits Sallianne Griffiths, Overnewton Anglican Community College

Marc Blanks, Department of Education and Training

DIGITAL TOOLBOX | PRIMARY

In this presentation and workshop, participants will see how Year 3 students using 1:1 personal digital devices, research, respond to and record their learning.

CONTEMPORARY PEDAGOGIES | EARLY CHILDHOOD | PRIMARY SECONDARY | VCE

21st Century Learning Design, formerly called 'LEAP21' is a global professional development program for teachers and schools to develop more innovative pedagogies that advance students' skills for the 21st Century. The program is sponsored globally by Microsoft EDU and is the result of collaboration and research across a number of schools globally.

Participants will observe examples of how students use the tools and apps on iPads, to speak and listen, read, write and spell, compute, design, perform, record, make, create and play. In addition, participants will see how evidence of learning across all areas of the curriculum is collected and published by students in the shared class forum stileapp (Stile Education).

The 21CLD professional learning program gives teachers a clear and practical way to integrate 21st century skills in their own teaching. It promotes richer conversations amongst teachers around quality design of learning activities and the pedagogies employed to promote deeper learning experiences.

In all learning experiences, students are looking at ways of thinking, beyond the limits of expectations.

21st Century Learning Design requires that educators be active and engaged knowledgebuilders, adopting and using the very skills they are seeking to instill in their students. Through the program, teachers become learners of their own teaching practices by studying the impact of their teaching on students and redesigning their approach with evidence in mind.

This session will explore the 21CLD framework and examine how it can be used as a tool to create a shared language around quality learning design and pedagogy providing a reference for assessing existing practice and projecting next steps.

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G3

G5

Piloting the digital technologies curriculum - a panel

Digital learning resources and support for school leaders

Melinda Cashen, Princes Hill Primary School Laura Barker, Fintona Girls' School Nick Reynolds, University of Melbourne Fiona Matthews, Whitefriars College

Peter Maggs, Department of Education and Training LEADERSHIP | EARLY CHILDHOOD | PRIMARY | SECONDARY | VCE

This session will provide a snapshot of some of DET's key digital resources available to assist school leaders and classroom teachers. In particular, providing an overview of:

DIGITAL TECHNOLOGIES CURRICULUM | PRIMARY | SECONDARY

• The recently released Online ICT Planning Tool that assists school leaders to develop a clear and sustainable vision for digital learning at your school

As part of a VCAA pilot a number of schools worked with the new AusVELS Digital Technologies curriculum. The curriculum area, new to Victoria will be implemented in schools from 2015 - 2017. The schools who participated unpacked the curriculum, prepared and implemented lesson plans and identified areas for supporting staff. In this panel, hear from some of these schools as they share what they did to implement the curriculum, what they learnt along the way and advice for implementing the curriculum in your school. Bring along your own questions for the panel to help you be Digi Tech ready.

• The one-stop-shop that is the 'eduSTAR Catalogue' site that brings together resources for school leaders, teachers, students and parents • The updated version of the FUSE portal that provides quality content for students and teachers, as well as cloud hosting options for teachers.

G4 Assessment Apps with an iPad or iDevice Nathan Jones, Carey Baptist Grammar School A CREATIVE, CONNECTED AND COLLABORATIVE CURRICULUM PRIMARY | SECONDARY

This session will examine the use of an iPad as an assessment tool and how certain assessment apps can guide and produce formal student feedback.

The session will examine how these apps can assist in teaching and learning for a variety of key learning areas. The session also covers: incorporating Apps such as, QRcodes, Tellagami, Evernote, Nearpod and Socrative to determine student engagement and progress; analysing, recording and maintaining Assessment For Learning and feeding this back to students.

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G6

G7

The Internet of Things ...in your classroom

Statistical overview of assessment outcomes for IT Applications and Software Development

Gary Bass, McLeod P-12 College TECH HEADS | PRIMARY | SECONDARY | VCE

Michael Dalton, VCAA

IoT incorporates many technologies familiar to scientists. Data logging, robotics, feedback and control systems/remote control vehicles/helicopters.

VCE VET IT | COMPUTING | ICT | VCE

The session will focus on recent enrolment trends and assessment outcomes for the VCE Units IT Applications and Software Development. Michael, using a range of information will provide an overall picture for Victoria for these VCE units, including the relationship between graded assessments. The presentation will also include the topic of statistical moderation of graded assessments.

This session will investigate through examples of readily available devices, technologies that will enhance scientific understanding.

Wearables and nearables are becoming readily available. These personal devices use low energy smartbluetooth to initiate contact, then use wifi to contact web services.

Smart Bluetooth (BTLE) beacon technologies will be examined through education examples and potential to be readily adopted in schools and classrooms.

G8 Experiences with a troupe of NAO robots

Prior reading: iBeacon in the classroom <http://bit.ly/1qwFGUC>

Leon Sterling, Swinburne University of Technology

Pinterest: iBeacons <http://bit.ly/1vOp4cC > Disruptive technologies < http://bit.ly/1Ay3LNW > The latest developments (early 2015) will be incorporated into the workshop. e.g. Apple watch is to be released in April.

ROBOTICS, CODING AND PROGRAMMING | PRIMARY | SECONDARY | VCE

Preparation prior to workshop:

At the end of 2013, Swinburne University of Technology purchased several NAO robots.

Install Estimote app from Google Play or iTunes App store

They have been spectacularly successful, being part of conference presentations, marketing efforts,

Install TI Sensortag app, also Google play or iTunes App store

school outreach, and programming workshops among other activities. A current research project has a NAO robot helping with children at the Royal Children's Hospital Paediatric Rehabilitation Unit.

Over 50 student volunteers have been trained to work with them.

This talk will overview the myriad uses of the NAO robots for the past year, and outline some key success factors in having robots enhance activities.

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SESSION H

SATURDAY 25TH JULY

3.45PM â&#x20AC;&#x201C; 4.30PM

H1

H2

The Story Trader - An immersive narrative learning experience

Look no walls Anne Mirtschin, Hawkesdale P-12 College

Jess McCullough, That In Between Space Dan Donahoo, Project Synthesis

DIGITAL TOOLBOX | EARLY CHILDHOOD | PRIMARY | SECONDARY | VCE

This session will explore the ways in which learning can go beyond the textbook and into the real world by experiencing virtual guest speakers, other cultures, other classrooms - both national and global. Classroom stories, will be shared, spaces to find global partners/projects and new competencies required will be discussed.

CONTEMPORARY PEDAGOGIES | PRIMARY | SECONDARY | VCE

Do come along, dear community, and learn of The Story Trader and how she has entrusted her attention to students in order that they learn about how to hold it properly by telling effective stories. In conjunction with the National Institute for The Dramatic Arts (NIDA) in Sydney, we have created an immersive narrative based experience for Grades 5 and 6 that teaches students how to become highly skilled storytellers. Students participate in an adventure, fight an enemy, and complete tasks delivered on a USB stick by a bird of questionable repute. Join in the adventure to learn about the power of story for learning, what immersive experiences are and how simple technologies can be used to create effective ones.

Using a range of tools for videoconferencing, collaborative writing/discussions, online sharing of learning including blogs, wikis, twitter padlet, voicethread etc will enable dynamic interactive and transformative educational experiences across borders. An online document will be setup to share resources and a backchannel provided for all to participate.

H3 BINARY. What is it?

Jenny Ashby, Epsom Primary School

Dan Donahoo (a.k.a Project Synthesis) and Jess McCulloch (a.k.a That In Between Space) think this is all a huge stack of fun, and are consequently in hiding from some very shady individuals, but also believe in the power of narrative to close that gap between student and content by mixing technology, play and learning. They will show tools, give you some ideas (possibly wrapped in brown paper) and show how they have brought together emergent design, story and pedagogy that gives agency to young learners and demonstrates the power of trust and technology when placed in students hands

DIGITAL TECHNOLOGIES CURRICULUM | PRIMARY | SECONDARY

Learn all about binary and how it works using unplugged activities. Binary is the coding that all computing is based upon. How does a computer work? Jenny will lead you through hands on activities so you can solve the BINARY mystery and share it with your students. This is suitable for years 5/6 and above teachers.

Your adventure begins now, if you wish it to be so.

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H4

H5

ICT (Inspire Creative Thinking) in primary school art

Cyber Safe Schools: A review of best practice Melanie Gillies, The Alannah and Madeline Foundation - eSmart Schools

Mikl Longstaff, Carey Baptist Grammar School

LEADERSHIP | PRIMARY | SECONDARY | VCE

A CREATIVE, CONNECTED AND COLLABORATIVE CURRICULUM | PRIMARY

The Alannah and Madeline Foundation recently completed a two-year independent evaluation on its wellbeing and cybersafety framework - eSmart Schools. This presentation will highlight best practice examples of what schools are doing to successfully address the issues of cyberbullying and bullying.

Mikl Longstaff, Primary Art Teacher and Early Learning Educator at Carey Baptist Grammar School will lead an informal presentation, workshop and discussion about how to include Information Communication Technologies into the art curriculum. The 21st century classroom can deliver essential learning outcomes through the use of emerging web 2.0 technologies. We, as art teachers, need to incorporate the 4 Cs of the 21st century classroom; to connect, communicate, collaborate, and create locally, nationally and globally. What impact will these technologies have on our students and teachers? How will this change what our art rooms look like and how they used? How do we use ICT to inspire creative use of ICT for collaborative and exchange projects with other schools students locally, nationally and globally •

Network with other art teachers globally through Art Education 2.0

•

Online applications for teacher resources and management

•

Online applications such as Blogs, Wiki's, and VoiceThread

•

Art-based interactive websites for student learning

•

Software applications For Windows and Mac

•

Digital Cameras and Stop Motion Animation

•

iPads

The evaluation looked at bullying and cyberbullying from the perspective of principals, school staff, students and parents from over 500 schools across a range of states and sectors.

The evaluation delved into the processes and procedures put into place by school staff and the impacts this had on the members of the school community. In addition it explores the impact teacher practices have on students and the way in which they respond to incidents of cyberbullying and bullying.

The presentation will include a number of useful key recommendations for schools from a range of demographics to implement to addressing cyberbullying and bullying.

Please bring your laptop or iPad if you have one.

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H6

H8

HTML, Evolved

Using Double Robotics Telepresence technologies in and out of the classroom

Stephen Trouse, Flinders Christian Community College

Nathan Hutchings, Genazzano FCJ College

TECH HEADS | SECONDARY | VCE

HTML (Hypertext Mark-up Language) has been around since around 1991, but the web world has evolved well beyond this. Webpages are far more active and dynamic, with more and more work done in the browser, and not the server.

ROBOTICS, CODING AND PROGRAMMING | PRIMARY | SECONDARY

What happens if a student can't make it to class for an extended period? Perhaps they are recovering from a long term illness and don't want to miss out on important lessons and content. Currently Learning Management Systems (LMS) allow teachers to reach students who are unable to attend. But actually remotely being in the class moving from desk to desk and talking to peers is now possible with the easy to use Doubleâ&#x201E;˘ Telepresence technology. Learning support is one of the use cases for the Double but we have also used this technology to provide remote campus IT help desk services and telepresence at meetings. In addition at a recent open day parents and students piloted the Double to look around another campus opening the possibilities of remote tours and telepresence for parent meetings. Students are also experimenting with using the Double in drama performance and other extra curricula activities. During the presentation experiences and pitfalls of using the Double will be discussed. You will also have a chance to see the Double in action and talk via the device to one of our teachers or students.

HTML5, formalised late last year, includes many new tags for common web-parts like figures, headers and menu items. It has powerful graphics using the <svg> and <canvas> tags, and includes new tags to embed video, audio and plug-ins.

CSS3 also defines a new way to lay out those HTML pages, clearly separating the content from the presentation and opening the door for the new vogue in web: Responsive Design This seminar attempts to present the latest innovations in HTML and CSS in a simple and practical way, showing you the new power possible in the humble browser, and hopefully giving you new inspiration to take back to the classroom.

H7 Informatics: Unpacking a School-Assessed Task Robert Timmer-Arends, Brighton Secondary College VCE VET IT | COMPUTING | ICT | VCE

While School-assessed Tasks (SATs) have been around for some time, they are new to the Computing study. This session will look at the purpose and structure of the SAT for Informatics, as well as explore some of the issues around size, authentication and process.

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Digital Learning and Teaching Victoria Conference

Swinburne University of Technology, Hawthorn Campus #DigiCon15 @Digi_Con