Education Review Tech Guide - Sep 2013

Issue 3 2013

TECHguide

19

Teachers who tweet

Sharing resources and ideas

16

Cloud-based learning Ways to stay on top, up to date

+ tech gear + software + security + cloud + eClassroom

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contents

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EDITORS Antonia Maiolo (02) 9963 8618 antonia.maiolo@apned.com.au

13

Amie Larter (02) 9936 8610 amie.larter@apned.com.au

production manager Cj Malgo (02) 9936 8772 cj.malgo@apned.com.au

GRAPHIC DESIGN Ryan Andrew Salcedo ryan.salcedo@apned.com.au

news 04 Sharing tech tips

SUBEDITOR Haki P. Crisden (02) 9936 8643 subeditor@apned.com.au

Global phenomenon gains momentum in Australia

SALES Donna Scott 02 9936 8673 donna.scott@apned.com.au

tech gear 07 Classroom essentials

Luke Bear 02 9936 8703 luke.bear@apned.com.au

Top teaching products

Sam Pritchard 02 9936 8622 sam.pritchard@apned.com.au Thomas Korner 02 99368668 thomas.korner@apned.com.au

SUBSCRIPTION INQUIRIES (02) 9936 8666 subs@apned.com.au

software 10 Managing behaviour Teachers use software to stay in charge

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16

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security 13 Data mining

PUBLISHED BY APN Educational Media (ACN 010 655 446) PO Box 488 Darlinghurst, NSW 1300 ISSN 1834-7967

Students – and staff – must be protected

15 Beware: spying students How to secure your devices successfully

PUBLISHER’S NOTE © Copyright. No part of this publication can be used or reproduced in any format without express permission in writing from APN Educational Media. The mention of a product or service, person or company in this publication, does not indicate the publisher’s endorsement.

The views expressed in this publication do not necessarily represent the opinion of the publisher, its agents, company officers or employees.

22

cloud 16 Google Academy

Two-day event provides cloud training to some of the best

eClassroom 19 Tweeting teachers

Online forums share ideas, resources and techniques

22 Across the globe

Video-conferencing program connects students

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news

TeachMeets tech

Informal gatherings help educators find, implement new tools. By Fran Molloy

T

he global TeachMeet movement started in Scotland in 2005 when a group of teachers got together to share ideas about introducing technology into their classrooms – and the concept has exploded in Australia.

TeachMeets are now happening all over the place; there was even a recent science teachers’ meet-up at Taronga Zoo, where all participants gave a presentation in PechaKucha format – that means presenters can use a maximum of 20 slides, 20 seconds per slide.

TeachMeets are informal ‘unconference’ meet-ups where teachers give short (either two- or seven-minute) presentations about their practice and their challenges.

Matt Esterman teaches at St Scholastica’s College, an independent Catholic girls’ school in Glebe, in inner Sydney, and has been involved in Australian TeachMeets for more than two years, since hearing a UK speaker describe the format at an education conference.

Esterman joined a couple other teachers and within a couple of weeks they had held an event. Two years down the track, he and a few others are hosting the TeachMeet AUS website (www.teachmeet.net), a place for organising and advertise local meetings.

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“It’s not owned by anyone in particular, there is no trademark associated with it and so any teacher, anywhere can decide to host TeachMeets and we are there to help them go.”

Esterman says that while there are some key guidelines – the meetings should be free with no advertising and run informally with active participation and networking – every TeachMeet is different.

“Some are the traditional kind of TeachMeets, where presenters and participants – who are often the same people – sign up using our wiki,” he says.

“Presentations are not huge keynotes, they are only two or seven minutes, depending on the host.”

The style of the TeachMeet always comes down to the host, Esterman adds, and ranges from informal discussions in a pub to highly structured and scripted events. As he says, “The beauty of TeachMeets is the style is completely up to the host.”

The Australian TeachMeet guidelines say the forums are about sharing good practice, practical ideas and personal insights into teaching with technology. All participants should be ready to volunteer an idea, a tool or a website they have

delivered in their classroom or discuss a product they believe enhances their practice. Newcomers are encouraged to attend and learn.

Esterman says the TeachMeets don’t follow institutional barriers, as participants from Catholic, independent and government schools join in. “When you just get teachers in a room, they don’t really care what sector you’re from,” he says. “We are all in the same boat really.”

Based on sign-up sheets, Esterman thinks more than 3000 different teachers have attended TeachMeets just in the Sydney area since March 2011, with more participating in Bendigo, Brisbane, Byron, Melbourne and a newly started group in Perth.

The most amazing thing about them, Esterman says, is that all TeachMeets are free.

“The only thing teachers give up is probably the most precious thing, which is their time and their energy and their creativity,” he says. “But in terms of cash, no one who attends has to pay.” n Fran Molloy is an Australian freelance journalist and part-time university lecturer.

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5

tech gear

Cream

of the crop

Here are five products making a good impression in Australian schools.

By Louis White

E

ach year, schools are bombarded with new software and hardware products. The person in charge of e-Learning at each institution has to spend copious hours doing research on them all and decide what’s best for the place. After that, they have to impart that knowledge to the teachers. It’s no easy task.

Fortunately for e-Learning chiefs, here at ER Techguide we’ve already sorted through what’s on offer to reveal five of the best, which schools around Australia are using.

Australian IDentities app (ausidentities.com.au) Designed for the iPad and iPhone, this app groups individuals into personalities, allowing teachers to tailor classroom activities accurately. It blends a combination of temperament and personality theories into a uniquely Australian tool.

Aus IDentities uses four Australian animals as indicators of a person’s natural identity type – the eagle, kangaroo, wombat and dolphin. Awareness of the characteristics of these animals in their natural habitats, how they interact with their environment and how they approach their daily activities can be used to explain and understand many of our own human personality traits.

“Children simply fill out a questionnaire and it then allocates them to one of the four animal personalities,” says Sarah

Chancellor, a teacher at Montville state school. “It is similar in a way to personality questionnaires like Myers-Briggs. It gives children self-awareness by helping them understand how they like to work. It is also fun and educational for them.

“What it helps you do as a teacher is try and combine the four different personality

types into each classroom session so that you are keeping everyone interested.

“We now have parents using it so they can be incorporated into our lessons and help understand their child’s behaviour.

At the end of the day, it is all about relationships. The whole school is now using it.”

ABC splash site (splash.abc.net.au/home) This is a free website that helps students, teachers and parents embrace online learning.

The ABC and Education Services Australia launched it earlier this year.

The site has an online library of archived and contemporary ABC materials and it has specifically commissioned interactive games, videos and immersive digital environments for Australian students.

“In my role, I am required to assess both hardware and software products,” says Simon McKenzie, teacher at Aquinas College on the Gold Coast.

“Along with teaching history, I am the school’s learning technologies coordinator.

“What we like about ABC Splash is that children can use it anywhere. It is great for English, history, science and maths stage one subjects. There is so much practical information on the website in terms of articles and videos, and you can assign homework tasks using the website as a resource tool.

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tech gear

Samsung Chromebook (samsung.com) The Samsung Chromebook is a lightweight, portable laptop built on the Google Chrome operating system.

It weighs less than 1.1kg and measures 17.5mm – not too heavy for children to lug around.

Built-in cloud storage with Google Drive enables users to get to their files securely from almost anywhere and backs up their preferences, bookmarks and apps, so they can access them

from a Chrome browser on another compatible device.

“Samsung Chromebook devices have had the most positive feedback because they just work,” says Matthew Richards, e-Learning Leader at St Columba Anglican School. “The aesthetics of Samsung Chromebooks are good and they are really simple to use. They are lightweight yet durable, which is good, as a lot of students handle the device.

The [30cm] screen size is ideal and it has a well-spaced keyboard and highly responsive touchpad. The battery life is impressive, too. You can get through a whole day on a single charge.

“When parents enquire about which devices to purchase for their children, the Samsung Chromebook is on our official recommended list.”

Dell tablets – XPS range (dell.com) The Dell XPS range of tablets has been optimised for educational outlets in various sizes. The devices offer greater security and cheaper upkeep, as well as lower maintenance costs.

The range includes the XPS12, which is part laptop, part tablet. The 30cm, high-definition, multi-touch screen can be used in tablet mode to swipe through websites and social media updates, and you can flip it into Ultrabook mode to type emails and prepare presentations.

“We have been using Dell products since 2010,” says Matt Robinson, IT manager for Lowanna College in Victoria.

“We use the Dell M102z laptop because it is powerful, thin and light. All three qualities are essential for young children having to move laptops around the

Installing video projectors or classroom LCDs? You need JED controllers!

JED Microprocessors, Melbourne, designs and builds low cost wired remote controllers (in Australia) for video projectors or large LCD touchscreens in classrooms, laboratories, meeting rooms, churches and lecture theatres. They can mount on a lectern, desk or wall.

The JED T460R is a simple control panel pre-programmed to control projector functions from just four clearly labelled buttons. Compare this with complex, handheld remotes, which get dropped, lost or stolen.

The ON and OFF buttons turn the projector on and off! (The ON button also scrolls between up to eight sources). The VOLUME UP and VOLUME DOWN do just that (or can become Mute and Freeze toggles). It comes in a number of finishes, e.g. blue, beige (shown) or a stylish metallic.

The simple-to-use controller is preprogrammed with the codes for over 1800 different projectors, and can be updated with new codes. It is used identically for all projectors, and has a bright OLED display showing status: Warmup, Cooldown, or the current source (VCR, computer, camera etc), Audio Volume and Lamp Hours.

The T430 and T440 are low-cost, simple controllers with 2, 4, 6 or 8 buttons labelled by function, and LEDs for status. They are simply setup with switches on the back.

A new stylish controller family, the JED T470 series is packaged in a metallicfinish molded case with 4 to 10 tactile keys, which can be customised to suit any installation. It can also control TVs or DVDs. Two keyboard units can control one T452 interface from two locations.

All units have built-in timers, which save power and bulb life by preventing the projector from being left on when a PIR detector finds everyone has gone home.

JED Microprocessors Pty Ltd Boronia, 3155 (03) 9762 3588 www.jedmicro.com.au 8

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tech gear

Surface RT (microsoft.com/surface) classroom regularly and who are also hungry for knowledge.”

Lowanna has an advanced BYOD strategy and has different programs to help kids from lower socioeconomic backgrounds take advantage of the latest technologies.

“The other great aspect of Dell is that they provide excellent service,” Lowanna teaching and learning manager Cameron Nicholls says. “We are not in the city yet the most we have to wait for anything to be fixed or replaced is 24 hours. The children like using Dell products because they are flexible and they can see projects through to completion.”

September 201 3

The thin and light Surface RT comes with touch-enhanced versions of Word, Excel, PowerPoint and OneNote pre-installed, and has a high-quality finish that’s durable and comfortable.

St Andrew’s Anglican College in Queensland chose the Surface RT as part of its one-to-one laptop program, providing the device to its primary students. Rory Chapman, St Andrew’s director of ICT, highlights that “the decision was made because the Surface RT has great build quality, with an innovative keyboard design and great battery life” and is compatible with Microsoft accounts the college already uses.

Most importantly, the school identified that the students, parents and teachers were all excited about using the device.

From a classroom perspective, Sam Ellis, Year 5 teacher at St Andrew’s, emphasises

that, “Now, after almost a year using the Surface RT, the students have proven to be extremely competent and independent learners. Furthermore, students have been able to show creative flair, walking around the school conducting interviews and recording video and photos of a very high quality,” Ellis says. “Having all this functionality above and beyond what we were previously able to provide with laptops has provided tangible benefits for our students and the quality of education they are receiving.”

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software

’Net nannies

for naughties

These popular software products help teachers keep track of student behaviour.

By Cathy Wever

B

ehaviour management. It’s the perennial classroom issue and as relevant as ever – perhaps even more so – now that computers and online learning are a part of schools all over the country.

Recent years have brought the development of local and international software solutions aimed at helping teachers keep on top of student behaviour. This issue of ER Techguide, we take a look at three of the most popular.

ClassDojo “Hundreds of thousands of teachers from all over the world use ClassDojo every day to help manage their classroom and build lifelong learning habits in their students,” says Kalen Gallagher from ClassDojo’s headquarters in the US. Created by former educators, ClassDojo is a free, webbased program that enables teachers to improve student behaviour by rewarding good deeds instantly and also recording negative behaviours.

Teachers can customise the sorts of actions they want to see in their classrooms, and those they don’t, and many report that students eagerly work towards the positive behaviours. The software also enables teachers to share details of student’s actions with parents and administrators.

At Halls Creek District High School in Western Australia’s Kimberley region, secondary teachers of students in years 7 to 9 are using ClassDojo to support the school’s Positive Behaviours in Schools (PBS) approach.

Year 9 teacher Hakea Hustler-Sweeney, says ClassDojo’s key advantage is that it provides students with immediate, visible feedback. Hustler-Sweeney has ClassDojo up on her classroom’s interactive whiteboard and rewards students for behaviours such as respecting their equipment.

“I like ClassDojo’s behaviour-tracking reports,” she says. “We incorporate these into documents to present to students in assembly as a way of reinforcing consistent positive behaviour.”

The ClassDojo interface features animated, monster-like characters. “Initially I thought ClassDojo might be perceived by Year 9 students as too babyish, but they have responded to it really well,” Hustler-Sweeney says.

She says it’s simple to use ClassDojo.

“It’s very intuitive. Once you’ve entered your students’ names, you can be up and running in about five minutes.”

Top features: easy to use, free.

Downside: the graphical interface can make it more suited to primary classes.

SIMON schools behavioural tracking module SIMON schools was developed via an innovative partnership between Victorian Catholic secondary schools in the Ballarat 10

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Diocese and the Ballarat Catholic Education Office. The software builds on student data across areas such as attendance, learning, assessment and behaviour. It’s now used by numerous Catholic and other schools across Australia and overseas.

The software’s behavioural tracking module enables staff to record aspects of student behaviour via a simple web interface. In cases where the behaviour requires follow-up, the system creates an alert via email to those in the student’s pastoral chain to indicate that a tracking entry has been made and that action may be necessary.

Principal at St Joseph’s College in Mildura, Darren Atkinson, says the software supports the school’s restorative justice approach.

“The power of the behavioural tracking module, to pastoral teams, is immense and creates an opportunity for early intervention when students display through their conduct either disengagement or well-being concerns that need more focused

software

attention. For administration teams, behavioural tracking provides an insight into staff well-being that can flag the need for extra support to those working with the students.”

Atkinson says SIMON schools has helped St Joseph’s College assess the impact of programs designed to improve behaviour.

“For example, behavioural incidents reported for Year 8 students declined by over 30 per cent with the implementation of an active learners’ program in 2012,” Atkinson says.

“St Joseph’s College is considered by students as a safe environment and, when asked, students will indicate that those who choose to be anti-social are ‘tracked’. We have reached this position by insisting that all staff utilise the behavioural tracking module as the essential first step by which they can record student behaviour or seek assistance from members of the well-being teams.”

E-learning coordinator at St Joseph’s College, Stacey Lawn, says the SIMON schools product is easy to use and helps students take ownership of their behaviour while helping staff keep abreast of students’ learning and other needs.

“If several teachers are all recording the same behaviour for a student – not bringing a charged device to class for example – we can see that student might need some additional support.”

“For teachers, SIMON schools helps us reflect on our practice.

When you’re writing up a behaviour incident you do reflect on the child’s behaviour as well as your own response … You ask yourself, ‘How could I have dealt with that more effectively?’ It’s good for your own professional development.”

Former teacher and SIMON project manager Kevin Brodie says behavioural tracking is one of the most popular modules within SIMON schools.

“It makes life easier for teachers,” Brodie says. “It will convert behaviour data into a pdf or a spread sheet and it also has a commendation feature, so good behaviour can be rewarded also.”

The full SIMON schools package includes modules covering learning management, timetabling, reporting, resource bookings and more.

“It’s pretty affordable and when schools join, they get access to any updates as part of a single annual subscription fee,” Brodie says.

Top features: user-friendly interface, designed and developed in Australia.

Downside: part of a broader data collection software package.

students are doing, NetControl 2 keeps everyone focused.”

NetControl 2 also features a built-in rewards system so teachers can recognise good behaviour on the spot.

“It’s a great instant motivator,” Oliver says.

Top features: easy to use, great for collaborative learning.

Downside: only relevant when students are working on computers. n

NetControl 2 Used internationally as well as by more than 600 schools across Australia, locally produced NetControl 2 helps teachers manage students’ behaviour and keep them on task when they are learning on computers.

The software offers teachers complete control over all of the computers in their classroom. Teachers can monitor students’ progress and supervise computer use, all from their own PC. Teachers using NetControl 2 say it helps them manage their classroom better and effectively monitor students’ activities.

IT consultant John Oliver has installed the software into several schools in WA. He says teachers appreciate its ease of use and the effect it has in terms of keeping students focused.

“Teachers can use the software to see what students are doing on their screens at any given moment,” Oliver says. “It’s great for making sure students are doing what they’re supposed to be doing, and not just surfing the web, for example.”

Oliver says teachers can confidently use NetControl 2 after only a small investment of their time.

“Teachers only need about 10 minutes training to get started, and only a couple of hours before they can use most, if not all, of the features,” Oliver says. “It gives teachers back their teaching time in computer labs or when students are working on laptops. Instead of having to wander around constantly checking to see what September 201 3

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security

Keep data mining

out of our schools Officials do not have to compromise the identities of teachers and students to get online resources for free.

By Peter Garrigan

H

ow powerful is modern data mining? It is no exaggeration to say it has become like JRR Tolkien’s Eye of Sauron – never resting, all seeing. Consider just a few examples – new ones arrive almost every day.

Last year, researchers from Cambridge University and Microsoft studied about 10 million Facebook “Likes” provided by 58,000 volunteers, who also gave demographic and psychological data about themselves. What the researchers found was astonishing. Facebook Likes reveal with uncanny precision who you are, what you believe and how you behave. They can predict your race with 95 per cent accuracy, your gender (93%), your sexual orientation (88%), where you lean in politics (85%), your IQ (78%), your age (75%), your relationship status (67%), and many more things besides.

Yes, you might say, but these are only statistical guesses about someone; they don’t suffice to reveal that person’s actual identity.

But are you sure? More than a decade ago, Harvard researcher Latanya Sweeney showed that gender, age and postal code alone are enough to identify 87 per cent of people living in the United States. More recently, another piece of research showed that even your DNA is not anonymous. By comparing published DNA sequences with a genealogy database, scientists were able to identify dozens of previously anonymous volunteers.

In short, modern data mining is far more powerful than you think. You can run from it, but you can’t hide. In a world where websites, email services, mobile phones and any number of corporate and government databases scoop up information about hundreds of millions of individuals every day, anyone can be identified from their data trail. As Princeton professor Arvind Narayanan puts it, “There is no such thing as anonymous online tracking.”

But data mining can do much more than tell who you are or what you believe. Because it has access to your mobile phone, it can also tell where you are now and where you are likely to go next. Because it follows you everywhere on the web and even reads your email, it can guess what you will buy tomorrow, how much you plan to spend, and which ads will trigger your impulse to buy.

When data mining is done for profit, the relationship between the miner and the

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security

consumer is simply a market transaction.

If both parties are consenting adults, then as long as both are free to choose how and when they want to do business with each other, there is no reason to forbid the transaction. You give me a free email service, and in exchange I’ll let you read over my shoulder and serve ads to me.

But what about schoolchildren? What should we think when schools choose to use a “free” internet service provided by a firm whose business is data mining for profit? Here a clear line must be drawn.

When neither children nor their parents can control or even properly understand the data mining taking place, it quite simply should not be allowed. A recent survey of Australian parents co-sponsored by the Australian Council of State School Organisations (ACSSO) shows that most agree. Parents overwhelmingly oppose data mining of student online information (such as emails or web browsing habits) and equally object to the idea that serving online ads to children while in school should ever be an option.

Naturally, schools are always under pressure to save on costs. Staff may be tempted by the lure of “free” services – even at the price of student privacy. But this trade C Ooff M doesn’t - 1 1 0 have 7 B FtoShappen.

WI N N Schools ERS_ have only to realise that if they bargain

effectively they can get their free services without the data mining. Internet firms will be – and must be – happy enough to put their brand names in front of so many future customers.

Australian schools and education authorities should listen carefully to what parents are saying and take steps to see that the almost limitless power of data mining is not unleashed on children in school. We at ACSSO recommend that schools adopt the following simple and clear language to guide their procurement decisions regarding cloud computing and any online services or software that can access children’s information.

It is ACSSO’s belief that: • Cloud computing services have much to offer to schools. They provide students and staff easy access to modern web applications for learning and working together, creating and storing documents of all kinds, and exchanging messages.

Cloud services don’t require expensive computers or advanced technical expertise to operate, and schools can often access them at little or no cost.

• As schools embrace the benefits of cloud services, however, they must make sure student privacy is protected and that 1 the new 2 0 1 3 services - 0 9 - 0do5 not T 1introduce 7 : 1 1 : 4 6 advertising or other inappropriate

commercial activities into the child’s education. In the general consumer market, some free cloud services make money by tracking what consumers do online, building profiles of their interests and then serving them targeted ads.

But school children are not consumers.

Profiling and targeting of children (or teachers, for that matter) for profit has no legitimate place in the school environment. Institutions must take careful steps to ensure that their contracts and agreements with cloud providers strictly forbid all such activities.

• Schools should insist that any contract or agreement with a cloud service or other IT provider contains explicit, unambiguous language stating that the provider must not process student data for anything other than the provision of education services and, specifically, that it will not process the data for advertising or marketing purposes, online behavioural advertising, the creation of profiles for commercial purposes or sharing information with anyone who will use the data for advertising or marketing purposes – now or in the future. n Peter Garrigan is president of Council of State +the Australian 1 0 : 0 0 School Organisations.

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security

Beware of

spying

students

Today’s classrooms may be full of amateur hackers.

A few precautions can make it much more difficult for them to wreak havoc. By Louis White

I

n today’s information technology world, it is almost impossible not to have some device in your hand or within viewing distance.

Even at schools we are seeing a push for every student from Year 1 onwards to have a laptop. With this abundance of technology comes an array of software and hardware that raises the issue of security within schools.

Teachers pass on equipment or software and this allows the possibility of students trying to access information for untoward purposes.

So, what can be done to ensure that all technological devices are secure and can be accessed only by those who need to know?

“With many teachers not as diligent with their choice of secure password, even a moderately complex [code] is unlikely to escape the peripheral vision of an eagereyed student,” says Michael McKinnon, security adviser at AVG Technologies Australia. “The best advice is to consider using two-factor authentication where possible, in the form of a secure token device or even a smartphone app or text message that is required before logging in.

September 201 3

This way, if the password is compromised it is of little value to anyone who has obtained it.”

McKinnon is also a fan of encryption.

He believes this will give teachers the added security necessary that can put their minds at ease.

“In its most basic form, this can simply be password protecting Word documents, and at the more advanced level it can be using full-disk encryption to prevent the files being accessed if the entire computer is stolen,” he says.

“Not every website is for research,” he says. “When it comes to gathering valuable information for use in a class environment, the internet continues to be an amazing resource to teachers but it is also a treasure-trove of opportunities for cyber criminals to snare these same innocent users into all manner of scams and extortion attempts.

“It is critical that teachers ensure all of their internet capable devices, including smartphones and tablets, are protected by antivirus software and therefore from potential productivity losses, which would add unnecessary stress to an already overburdened profession.”

Neil Huckle, an independent IT consultant, says it is essential never to allow any student, no matter how trustworthy, the power to install software on any school computer.

“There are plenty of hacker apps available that will willingly open up access to your device given half the chance,” Huckle says.

“All they need is to be installed.

“Data can then be accessed remotely via Bluetooth on a phone/tablet, or via wi-fi on a newly opened port on a desktop or laptop. A second piece of software running on another device can talk to the hacker software that has been installed on your device, allowing access to pretty much anything you have without you being aware of it.

“The phone can be sitting in your pocket while it’s happening, or you may be using the laptop yourself at the time.

The student simply needs to have already managed to get the software installed and then be in range.”

Regularly changing your passwords, timed lockouts and PIN protection on phones and tablets are just some of the obvious methods you can employ to help maintain security. n ER Techguide

15

cloud

Training for

what’s next

Google Teacher Academy helps educators prepare students for the future.

By Fran Molloy

A

bi Woldhuis was one of 50 teachers from all over the world who attended the Google Teacher Academy in Sydney in May this year, a fast-paced two-day event with plenty of hands-on technical training using Google tools, networking and learning – and at the end came membership in the Google Certified Teacher community.

“We use a lot of Google’s cloud-based tools in our school at the moment,” Woldhuis says. “What was brilliant about the academy was that everyone was there to share and collaborate; and we looked at the tools, sure, but it was more about how you can use these tools to achieve deep learning in the classroom.”

Woldhuis is the teaching and learning innovation coordinator at Roseville College, an independent Anglican school in northern Sydney where students in K through Year 2 have one-to-one iPads, years 3 to 6 have one-to-one laptops, and for high school students it’s BYO device.

Cloud-based learning is a key focus.

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“We want our students to have ownership of the device and use what works for them,” she says. “We are keeping kids cross-platform so they get exposure to a lot of things and then make the choice that is right for them.

“We find that offering cloud-based solutions means the students aren’t locked into just doing their work at school. So if they are interested, they can keep going with those projects wherever they are. And the thing about using the Google tools is that they are free, they work on anything and we’re not locked in.”

Cloud teachers Matt Richards was also at this year’s Google Teacher Academy, and he says it was a blast. “It was really, really exciting to meet loads of innovative educators from all around the world,” he says.

Richards is the director of e-Learning and educational technology at St Columba Anglican School, an independent K-12 institution in Port Macquarie in regional NSW, where he teaches information technology and doubles as the school’s IT manager.

Since attending the academy, he is now one of 49 Google Certified Teachers in Australia.

Like Woldhuis, Richards was more

interested in the international community of learning that the academy enabled than in experiencing new programs. However, he sees the easy availability of Google’s cloud-based tools as something that’s helping revolutionise classroom learning.

Academy for learning teachers Cristin Frodella is the head of Google’s global education marketing team and is responsible for coming up with the idea of the Google Teacher Academy, in 2006.

“The idea was to bring in talented, early-adopter, technology-oriented teachers and help them learn to use Google tools,” Frodella says. The company now has more than “1000 Google Certified Teachers around the world, with 49 of them in Australia”.

Frodella’s team has developed a range of education-oriented programs, including the cloud-based Google Apps for Education suite, which is free, and ad-free, for all educational institutions, the Google Science Fair – also cloud-based – and Google’s Student Ambassador program.

At one stage, Frodella says, she contemplated following in her brother’s footsteps to become a teacher herself, but she has worked in technology since graduating from college in 1997.

cloud

Captive audience In addition to the academy, Google provides ad-free, no-cost access to its cloud-based apps (including many terabytes of server storage) for the tens of millions of students, teachers and educational institutions worldwide.

Frodella is uncomfortable with the suggestion that this strategy has cleverly created a captive audience for Google’s products many decades into the future. She points out that, while there is training in Google products, in the main, the teachers who come along to the Google Teacher Academy are focused on teaching 21st century skills to their students.

“It’s all about setting up a framework for learning to occur,” she says. “These teachers are focused on making sure kids are ready to use the internet as a tool so they can become lifelong learners.”

These teachers are getting their students ready for jobs that don’t exist yet, she says.

Core skills include critical thinking, working out what questions to ask and understanding how to assess information found online – knowing what is useful and valid, what can be trusted.

Making connections “In this job, I’m constantly meeting really outstanding teachers,” she says. “When we first set up the academy, we thought we were going to train the teachers who came along, that it was a one-way sort of thing.

“But we found that we learned so much from them, and they learned so much from each other, so it has really also become a place where teachers collaborate with each other and network and share their innovation.”

With about 800 applicants for the 50 or so places offered in each academy, competition to attend is fierce, Frodella says – even though applicants have to fund their own travel and accommodation.

Of course, the application process is cloud-based.

Teachers applying to attend submit an original, one-minute video via YouTube on a topic such as “motivation and learning” or “classroom innovation”.

Past attendees have included primary and secondary classroom teachers, curriculum specialists, technology advocates, librarians and professional trainers.

“We are really selective when looking for teachers who understand how to use technology, but it’s not just about technology – it’s also about innovation.”

September 201 3

St Columba’s Richards says the teacher academy has spurred worldwide connections that have led to the opportunity to create transformative teaching experiences.

“We’re doing a project with a colleague that I met at the Google Teacher Academy who lives in Kentucky, and we are working on a treasure hunt, using a collaborative Google map that my class here in Australia and his class in Kentucky are working on together,” Richards says.

Students in each class have to figure out where in the world their peers are by looking at natural landmarks and historical buildings.

“It’s a rich, engaging experience because the kids know there is a class somewhere in the world that they’re now engaging with and this is a real place they are trying to find,” Richards says.

One key message the academy reinforces for him is the importance of developing lifelong learning skills.

“The way we do that is by modelling as educators,” he explains. “So we can’t be preaching all this and then staunchly sticking to our old Outlook interface or whatever because learning something new is too hard. We need to loosen up a bit, look at the big picture and what we’re trying to achieve.”

Richards agrees that Google’s provision

of free tools to schools is strategic: “The best thing about Google Apps is that it’s free, so they’re really clever, because they know they’re creating lifelong customers.”

He adds that the system has other key advantages. “Because it is collaborative, it uses the web to its greatest advantage, so you can get ideas to actualise quickly.

“I’m not an evangelical Google believer,” he adds quickly. “I don’t think they’re doing this just for the good of mankind; but I do think Google Apps for Education is good and it works.”

Richards says the most difficult part of introducing new technology to teachers is not the technology, it’s the teachers.

“Teachers need to make a shift so they understand that what we’re comfortable with isn’t necessarily what the students are comfortable with,” he says.

“There’s a quote that sums it up: if we teach the students of today like we taught the students of yesterday, we rob them of tomorrow. So if something is challenging for us, it doesn’t mean that will be the case for our students, who often will take on new technologies quickly.”

Richards rejects the idea of younger people being digital natives but points out, “This generation of students is the first to have the collective knowledge of mankind at their fingertips – we’ve never had that before.”

Teachers have to respond to this fundamental change, he adds. “We can’t keep using this old chalk-and-talk hierarchical paradigm that belongs in the past, when the game has changed.”

At his school, teaching and learning and communication resources are being migrated entirely to the cloud.

Richards says that’s the only way to ensure equity in a school that has a ‘bring your own device’ policy. “You’re basically getting students to bring their own browser, so they can all access the same information,” he explains.

Changes have to start with pre-service teachers, he says. “Universities are training teachers in this old model; they might pay lip-service to effective ICT integration or e-Learning, but they don’t really do it themselves.”

With many universities adopting Google Apps en masse, Richards says new teachers will find it familiar when transitioning to schools where the same tools are being used. He says that in the end, though, it’s not about the programs or whether they’re made by Google or Microsoft or Apple.

“All the good stuff that teachers already do doesn’t have to go out the window,” he says. “And they don’t need to be afraid of the new frameworks.” n ER Techguide

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beyondworkflow

eClassroom

Tweet,

follow

or get out of the way Educators are sharing ideas with peers all over the world via Twitter and other social media tools. By Fran Molloy

A

Twit-ocracy of collaboration is levelling century-old institutional barriers across Australia, as teachers from independent, government and systemic schools share resources, ideas and techniques through Twitter.

It’s not just a national phenomenon either; teachers are taking over Twitter feeds worldwide as more and more educators join the social media service.

“The appeal that Twitter has for teachers is that it lets us establish a professional learning network where we can collaborate on a global scale,” says John Goh, who is principal of Merrylands East Public School in Sydney’s western suburbs.

Goh is in the vanguard of teachers who tweet. He coordinates a popular conference of Australian primary school teachers on Twitter each Thursday at 8.45pm Sydney time, using the Twitter hashtag #ozprimschchat.

Goh sets a topic and anyone can weigh in with a tweet. While the size of the group varies – it’s pretty quiet when teachers are writing reports, he says – it is attracting more and more attention, occasionally vying for popularity with international Test cricket.

“Our Twitter chat last Thursday evening actually trended just behind the Ashes; we had well over 400 tweets, after a while I stopped counting,” Goh says.

The chats after school hours don’t limit his social life, either.

“One of the beauties about using Twitter for collaboration and professional learning is that you can do it at any time, anywhere,” Goh says. “I hosted last week’s chat while I was in Dubbo at a rugby dinner – and I could still facilitate the discussion.”

Goh uses a tool called Storify to collate the Twitter chats and has about 40 weeks of teacher chats archived at storify.com/johnqgoh with topics as varied as, “How can students use ICT creatively for learning?” and “What’s really important in writing school reports?”

He says one advantage of communicating in 140-character bursts is that it promotes a more egalitarian discussion.

“You can’t have someone dominate a discussion when you’ve only got 140 characters, and you can’t drag it out into a longwinded death-by-PowerPoint thing either!”

September 201 3

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eClassroom Variety of voices – and hosts For Catholic high school teacher Jeanette James, Twitter has been a hugely powerful way to access a wide variety of voices.

James, who teaches food technology, drama, ICT and religion at Oakhill College Castle Hill in Sydney’s north-west, first tried the micro-blogging site in 2009, but found little to interest her until 2011, when – armed with a new iPhone – she found out about education networks on Twitter at a training course. She has been an active education tweeter since.

She’s cranked out over 20,000 tweets, and also collates several public lists of classrooms that tweet and Twitter-based web chats for teachers.

James is also one of a number of teachers invited to host a weekly Twitter chat by EduTweetOz, a “rotation curation” collective of educators.

“We have a guest tweeter each week from all sectors: early years educators; primary and high school teachers; pre-service teachers; university lecturers; education advocates and anyone else with a passion for education,” says one of the founders, teacher Michelle Hostrup, on her blog.

“We’re building community, creating links and promoting a positive profile of all the amazing things educators do,” Hostrup says, adding that she’s “attempting to harness the powers of Twitter for good”.

A recent EduTweetOz host is Simon McKenzie, a Queensland history teacher who last year became his school’s first Learning Technologies Coordinator.

“I still regard myself as principally a teacher of senior ancient history and English,” he admits.

McKenzie, who writes a blog about his teaching and learning experiences, spent his first three months or so on Twitter as a lurker, but by the time he’d been there a year, just a few months ago, he had accumulated 700 followers and sent about 3300 tweets.

Just a few months later, he has nearly doubled both his follower and tweet counts.

“All of my followers are either teachers or companies involved in the field of education,” he writes. “Whilst I do occasionally tweet about films or books or music … I believe it is essential to be perceived by my PLN [personal learning network] as someone who is excited about and heavily involved in education.”

He says he visits Twitter several times a day and always responds to direct messages and mentions.

Student to student Darcy Moore, the deputy principal of Dapto High School, says he thinks teachers need to adopt Twitter so they can effectively 20

ER Techguide

teach kids who will be communicating in social media.

“If you don’t do something for real, it is very hard for you to teach it,” Moore says.

“If you do not understand what it is like to participate in social media, then you are not living in the world that your students are going to live in.”

He compares Twitter and other social media to the Gutenberg press and its revolutionary impact. “The social change that has been expedited through the internet – and particularly the connecting technologies of things like Twitter – is world-changing,” he says.

Apart from the valuable interactions teachers have with one another, there are some astounding experiences to be had using tweets between classrooms, Merrylands East’s Goh says.

“With Twitter, people make real connections with each other,” he explains. “Last year, we ran a project called Farm to Fridge with Michael Sky, a teacher in an isolated community school called North Star, which is about 1000km away from us.”

North Star lies between Moree and Tenterfield, in north-west NSW. The small government primary school there holds about 40 students from years K-6.

Merrylands East has about 360 students in a heavily populated area of Sydney.

“The children there were teaching our children at Merrylands East about farming, and it was all done by Twitter, through a class Twitter account,” Goh says.

“For example, North Star kids went out on a farm one day and the farmers were asking questions by Twitter and giving our children some problems to solve – like, a sheep has broken its leg, what are you going to do? That was all done in real time by Twitter on a farm hundreds of kilometres away.”

For Goh, Twitter is the ultimate leveller.

“Gone are the days where teachers are the central figure of knowledge,” he says. “With the use of ICT and social media, children can learn from each other and school becomes a way that we can foster those communications and educate children about social media along the way.” n

Lists of useful Twitter hashtag chats and groups for Australian teachers.

Australian classrooms that Tweet: This list of Twitter handles for Australian schools and classes is compiled by Jeanette James. It includes a link to a School Twitter Form, so teachers can add their class. tinyurl.com/OzschoolsonTwitter Australian-based Twitter hashtag chats: This list, also by James, includes some tips on how to follow a hashtag chat on Twitter, plus a list of unscheduled chats, along with those that have a specific day and time. tinyurl.com/Twitterchats4educators Australian ‘Tweachers’: This list of teachers’ Twitter handles is compiled by Denise Lombardo, who admits it’s a little Catholic school-heavy but is keen for more actively tweeting teachers to add themselves. bit.ly/TweachAU

eClassroom

Students meet world Video-conferencing turns schools into global crossroads. By Fran Molloy

eClassroom

I

t was 6 o’clock on a dark winter evening last term when the kids from Bronwyn Joyce’s Year 5/6 class came back to school with their parents, still in their uniforms and excited to be part of the latest school project – a video-conference via Skype with a class in Berlin, Germany, which was moderated by Radio Jojo, the world children’s media network.

The microphone was handed around in each classroom. Kids were asking each other questions about favourite foods and showing cultural artefacts such as a didgeridoo and a German Christmas pyramid. By the end of the one-hour session, students from both classes had swapped stories about the Berlin Wall, talked about Australian native animals and discussed the merits of a school uniform – something students in Germany don’t wear.

“Two years ago, I couldn’t use a computer,” admits Joyce, whose classroom blog now has 56,000 hits and who regularly guides her students through a whole range of cloud-based programs.

She has created links with schools all over the world, won a 2013 iEARN Australia Scholarship and in July this year presented two workshops at the Global iEARN Conference in Doha, Qatar.

Joyce teaches at Liddiard Road Primary School, a state school in Traralgon, in Victoria’s Latrobe Valley.

“Liddiard Road is a low socio-economic [status] school, but the kids have responded so well to everything we do in class,” she says. “Since introducing my students to the world, they now believe there is life outside of our town and one day they could travel somewhere in the world.”

China beginnings Joyce’s global classroom journey started when she was nominated to join a government-sponsored exchange program between Gippsland and China, which included a school visit and homestay in Jiangsu Province in April last year.

She returned to China in September that year for a professional development visit, sponsored by iEARN, a multinational nonprofit educational group based in Spain that promotes international cooperation between schools in over 140 countries.

“I thought, ‘I’d better upskill!’ ” she says – and started getting to grips with Skype and other web tools.

“We set up a learning-circles project so students could work with each other in Australia and China sharing wiki-spaces.”

The class soon set up its own blog – and that led to more connections.

Last year, Joyce’s class sent a toy kangaroo to a class in Ghana in west Africa and have continued the tradition of sending welcome packs to students in other countries.

September 201 3

She’s changed many of the tools she uses in class as a result of exploring Web 2.0 tools; students now set up their own blogs and direct a lot of their own learning.

“The students in our Senior 5/6 Unit are currently monitoring their own learning through the use of their own private blogs; they are competently using Voicethread, Glogster, Wix, Wordles, Windows Movie Maker, Voki and Prezi,” she says.

Two other teachers in her school have joined the project and students in Prep, Year 3/4 and Year 5/6 will all have a travel buddy from India. “All the teachers are running successful grade blogs reaching out to the world,” she says.

Each Friday, the class works for four hours on its Inquiry Day project. This term, the topic is weather. But rather than rely on textbooks and a few posters, the students are interacting with other students in a school set in a tornado zone in the US. “They will teach us about tornadoes and we will teach them about bush fires and floods,” Joyce says.

Despite the global focus, Joyce says her students still learn fundamental skills.

“I still teach writing, reading and maths every day but what I use as examples when I teach, I source from around the world,” she says. “The technology is not the focus of the lesson but the backbone that helps create engagement, differentiation and a way all students can express themselves.”

The Global Classroom Project Michael Graffin is a primary teacher in Western Australia working as a relief teacher. He helped set up The Global Classroom Project in 2011 with Deb Frazier – another teacher from Ohio in US – and the project has grown to encompass 450 teachers in 39 countries.

Graffin says he and Frazier still haven’t met in person.

“It started on Twitter,” he recalls.

Frazier says her students were the inspiration for the project. “Our first-grade class was thinking about the ways people around the world meet their needs. We began to do some research, diving into books about various cultures. While sharing new learning about India, Puju, whose family is from India, commented, ‘My dad says that’s not really true.’ ” That sparked the idea for Frazier.

“From there we knew we needed more than books … We needed to talk with people in other cultures to really discover the many ways in which they meet their needs,” she says.

In May 2011, Frazier put up a blog post titled, “Wanted: A Global Classroom”, and invited other teachers from around the world to connect with her class through Skype or a VoiceThread to talk about

schools, houses, food – all the similarities and differences in the lives kids lead around the globe – and shared it on Twitter.

Graffin retweeted it and they soon had enough takers to set up a project team. In the first setup, students from six classes in Australia, Guatemala, New Zealand, Romania and the US were involved in a discussion about life, school and culture around the world.

At the time, Graffin had a four-week post teaching a Year 6 class at Spearwood Primary School near Fremantle in Western Australia.

“We contributed to a VoiceThread on the shared wiki,” he says. “I got my students to use Boxster, a multimedia posting tool, and they created blogs about their home cultures,” he says. “I discovered more about my students in those four weeks then I would ever have dreamed possible.

Between them they spoke 11 languages and came from seven different countries – one student spoke four languages.”

The students loved it and the group project went so well Frazier contacted Graffin when the new US school year started, in September, and said she wanted to run another global classroom – but this time for a full year with the aim of getting classes from six continents.

“Like an idiot, I decided to tweet that – and we had 50 teachers signed up within two weeks, with classes from kindergarten through to Year 12 expressing an interest in joining,” Graffin says.

“I sat there and looked at my Google spreadsheet and thought, what on earth have we done?”

Graffin and Frazier set up collaborative teams to run the project. “Since I had ended up helping to create a monster, I figured I had to find a way to control it, so we asked teachers how long they wanted to collect and collaborate,” Graffin says.

A blog, wiki and Facebook group were set up and contributing teachers helped to run the project.

The results were fantastic, he says – about a dozen group projects were established.

Global community “What we did that year was set up a way for teachers to connect through online communities,” Graffin explains. “We ended up surprising ourselves actually – we wanted to create a place where people could come together and talk and brainstorm projects and build projects through global classrooms.”

Projects included the Sunny Thoughts program, created by a Greek teacher.

“Greece was going through a huge financial crisis at the time, which was having quite a nasty impact on her students, so they came up with a project to focus on the brighter ER Techguide

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eClassroom

side of life and it was one of the most popular [activities] of that year,” he says.

The global classroom is continuing to grow, Graffin says, and he’s presented about it at conferences.

It’s already breaking down barriers, he adds. “We’ve got one school in a village on the outskirts of Kathmandu in Nepal and they have two laptops and one internet connection.” Through the Global Classroom Project, a charity in the US is involved in rebuilding the school. “The school is just a hut with mud floors and wooden desks – the floors wash away when it rains,” Graffin says.

Global citizens Liddiard Road’s Joyce’s class has also reached out to help students learning in other countries.

“Our ongoing connection with Ms Joseline in Uganda has [led to] the students in our senior unit writing, making videos and contacting world organisations to help Joseline get a water pump in her school area so the students can stop having to walk for many kilometres to collect water,” Joyce says.

“Global education has built empathy and passion to help others in the world.

Last term, Ms Joseline led the classroom

teaching for me on Water and the Global World. She only communicated with us through our blog but she has made a difference to my life and the lives of my students.”

The lessons that the students learn through these connections are profound, she says.

“One thing I have learnt is that there is so much poverty and adversity in the world we need to unite through education,” Joyce says.” The students in my classroom can happily call themselves global citizens, something they have worked hard to understand and achieve and something they are very proud of.” n

Grab the problem by the ears

Most ICT teachers agree, computer headphones are a particularly hard resource to look after. Most of them offer poor sound quality and are too easy to break, while the high-end offerings are too expensive.

To combat this problem, Little Sun International, Australia’s No.1 student headphone supplier, has introduced a series of reliable high-quality student headphones for Australian schools.

The LS-HM-4 Student Headphone offers a wide range of specialty features not normally found in student headphones, such as a fixed silicon ear cushion, eliminating worries about loose ear cushions or having to replace them every few months. What good news for sweaty ears during the coming summer! The LS-HM-4 also features an all-in-one microphone – fewer moving parts means less that can break. The built-in volume control is located on the speaker, resulting in fewer cable joints, which always means longer-lasting headphones.

A metal, adjustable headband is reliable and also fits different sizes. The LS-HM-4 costs you only $9.50, ex-GST. With over 500 schools now using Little Sun headphones, it’s reasonable to assume that they can provide a solution to fit virtually any school’s needs. www.littlesun.com.au 03 9833 3889

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ER Techguide

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• Choose from 12 colours • Folds for typing or display • Magnetic cover turns iPad on/ off • Soft inner lining protects screen • Protects controls and switches • Custom holes for speaker, camera, cable • Ideal for school requirements