Isshoni ICT

Glogster - useful tool for research posters

2010-11-30T21:43:00.004+08:00

20 Things

2010-11-26T22:53:00.004+08:00

Jenny Luca, through another one of her brilliant blog posts, made me aware of this excellent resource for understanding the web and all its parts.

http://www.20thingsilearned.com/table-of-things

This is a useful background reading resource for teachers or a taeching and learning tool in the classroom.

2010 Horizon Report

2010-11-26T21:46:00.003+08:00

The 2010 Horizon Report: Australia-New Zealand Edition, examines emerging technologies for their potential impact on and use in teaching, learning, and creative enquiry within higher education in Australia and New Zealand over a five-year time period. Below is a sumamry of the key trends described in detail in the report.

Electronic books/readers: the report describes the extensive changes the publishing industry is undergoing as a result of people's desire to have easy, flexible access to electronic books, including textbooks. We have trialled using a 'live' version of the maths text in our Year 7 curriculum this year. A definite advantage for students is the ability to tap into tutorial videos and interactive worksheets which are embedded in the electronic version of the text.

Educational content for mobile devices: with the development of electronic texts have come devices and applications which allow materials to to be customised and accessible anywhere, anytime. Apps for iPads, iPods and Kindles are produced at great speeds.

The evolution of learning enviroments: especially at the tertiary and upper secondary level, there are now multiple options for students and teachers to interact and learn outside of the traditional classroom. Social networking tools, virtual worlds and mobile technologies allow for materails to be exchanged online.

The report also goes into detail on the challenges institutions face with integrating new technologies. Those put forward include:

the need for professional development
the mismatch between open collaboration and traditional forms of assessment (exams)
the need for explicit teaching of new skills - information literacy, digital literacy and visual literacy
the shift towards knowing where to find information rather than knowing the inforamtion itself

Finally the report lists: mobiles, augmented reality, open content and gesture based computing as key emerging technologies.

18 Technologies Changing Education Forever

2010-11-10T08:19:00.002+08:00

In this recent EdTech Digest article, 18 technologies influencing teaching and learning are described briefly. It was interesting to go through the list and identify those which we are currently using in our context.

Some inclusions are broader system/infrastructure based solutions including fast fibre optics, powerful servers and ubiquitous wireless access. Then there are whole school examples of technology applications such as digital signage, IWBs, digital cameras high definition LEDs and databases. Finally there are more specific applications which individual teachers/students may be experimenting with in their classrooms: Skype for collaborating with other schools and experts, YouTube for solutions to just about everything and Cloud computing as a data storage/sharing alternative.

The technologies which are not a part of the current environment but described here on the list are perhaps the most interesting. How would mobile devices such as iPads, mobile phones and digital readers transform what we do? X-box Kinect - working in a boys school there has to be potential for something like this!

Waking them up

2010-10-25T23:19:00.002+08:00

At one point in this animated, abridged version of a talk given at the RSA, the brilliant Sir Ken Robinson describes education as an opportunity for 'waking them up to what they have inside themselves'. Instead, he argues, schools (and doctors over-prescribing drugs for ADHD) 'anaesthetise' their students by using traditional instruction methods, labelling students as academic/non academic and measuring a student's ability by very narrow means, standardised testing.

This is an engaging presentation which deserves to be watched, discussed and acted upon.

What do the best classrooms in the world look like?

2010-10-20T23:49:00.004+08:00

This Slate published article makes some interesting observations and connections between student performance (no real data provided) and traditional pedagogy (read, limited technology use).

Classrooms in countries with the highest-performing students contain very little tech wizardry, generally speaking. They look, in fact, a lot like American ones—circa 1989 or 1959. Children sit at rows of desks, staring up at a teacher who stands in front of a well-worn chalkboard.

The measure used to describe 'highest performing students' is not given, but likely PISA as the article goes on to provide comparisons between the US and Finland, South Korea and Singapore.

Shifting the focus from technology (lack of it) to teacher quality, the article supports the call made by others for increasing the academic rigour in university education faculties and lifting entrance requirements for prospective teachers.

More importantly perhaps, school systems in Singapore, Finland, and Korea recruit 100 percent of their teachers from the top one-third of their academic cohort, according to a 2010 McKinsey & Co. report, "Closing the Talent Gap."In the United States, about 23 percent of new teachers—and only 14 percent in high-poverty schools—come from the top one-third. "It is a remarkably large difference in approach, and in results," the report concludes.

Top 100 Tools

2010-10-20T23:43:00.002+08:00

Seeing this for the first time thanks to Jenny Luca's blog. Out of the top 10, the two I need to explore the use of more as taeching and learning tools are Google docs and Moodle. We have tried several LMS in our school over the years without really finding one that has become the go to for a large number of staff. Have heard lots of positives about Moodle this year. Love prezi, just brilliant!

Top100 Tools for Learning 2010

View more presentations from Jane Hart.

Diversity and Context GEELS2010

2010-10-08T23:37:00.001+08:00

GEELS2010 Diversity and Context on Prezi

Using Google Sites to create e-portfolios for students

2010-10-08T10:17:00.001+08:00

This site was recommended by Mark Liddell through his brilliant list of resources presented at this year's ELH conference in Lorne. I am interested in exploring the use of Google sites further as a way for our students to begin building their own eportfolios.

Using Google Sites to create e-portfolios for students

This how to video should help the students and I to get going.

http://surfingdream.com/video-tutorials/google-sites-for-eportfolio/google-sites-for-eportfolio.html

Schools as Base Camps

2010-10-08T08:10:00.002+08:00

This idea, which came from Valerie Hannon (The Innovation Unit, UK) resonateed with me. In her explanation of the importance of engaging students through innovative and relevant pedagogy Valerie described the 4 principles underpinning effective journey planning

1. Inquiry based learning
2. Extending learning relationships (mentors, coaches and outside experts)
3. Establishing the ‘learning commons’ – everyone is there to learn
4. School as ‘base camp’ – not the destination but the preparation zone.

Ben's post brings this idea of base camps to life with some insightful commentry and brilliant videos.

Education Eye

2010-10-07T11:37:00.005+08:00

Came across this site which cleverly displays links to research, comments, web 2.0 tools, conference information and useful edtech lists.

Includes ISTE's top ten picks for 2010.

GEELS 2010

2010-10-07T09:49:00.003+08:00

Brilliant conference held by ACEL in Sydney last week. Below are the conference objectives with a brief reflection on each.

Acquire an in-depth understanding of LEADERSHIP THEORIES and models in order to gain a framework through which to lead and develop.

I think this was a lofty goal because in two days, it was going to be difficult to cover theories which would otherwise be studied in a two year Masters degree. The presentation by Andy Hargreaves, whose journal articles were a part of the Winter School prescribed reading list I did in 2008, skilfully summarised the theories. Effective teacher leaders around the world have three things in common: they work hard, they are in it for the kids and they know how to work with colleagues. Through his analysis of the four 'ways' (or approaches) to educational reform, he provided us with the sociopolitical background and key advantages and disadvantages of educational change over the last 40 years. His description of the systems put in place in Finland, parts of Canada and the UK which have resulted in significantly positive outcomes for teachers and students was especially interesting - in Finland teachers are the most desirable marriage partners! He brought effective leadership down to two key ideas - relationships and direction.

Develop SELF AWARENESS of their current leadership strengths and begin to build a personal leadership philosophy.

This was one of the only downsides of the conference, not enough time. A week before we left we were asked to complete a survey from which a personalised profile of leadership capability was generated. The survey was quite involved and although the results themselves provided me with some obvious areas for reflection, there was only token reference to the capabilities framework during the conference. There was an offer from Jenni Lewis (ACEL Chair) made to all delegates for follow up by joining ACEL and undertaking further study, but it would have been more meaningful if the opportunity to look closer at the results had been made more a feature of the conference. As you may see from the graph included in the presentation referred to above, I have a way to go in the two domains, leads others and leads the organisation for learning.

Examine the challenges to DRIVING CHANGE in educational institutions and learn how to lead others with emotional intelligence and resilience.

There was a panel presentation at the end of the conference which included Tony Mackay from ACARA, Valerie Hannon from the Innovation Unit (UK) and Albert Bertani (Illinois). The national curriculum, systemic change, improvement versus innovation, student engagement, community involvement and creating high performance teams were some of the major ideas discussed. The four practices central to creating engaging peagogy, described by Valerie Hannon, provided a clear example of effective change across a system. They were: inquiry based learning, extended learning relationships (coaches, mentors, experts), learning commons (everyone there to learn) and school as 'base camp' (not the end point but the preparation zone). Tony Mackay stood up quite well to some fairly pointed questions relating to the implementation of the national curriculum and Albert Bertani related some interesting examples of community led change in schools from the Chicago area. An interesting feature of the panel discussion and indeed a large number of the presentations over the two days, was the consistent reference to examples from the primary and middle years as change leaders. I met early childhood teachers , primary principals, middle school specialists, senior school teachers from government and independent systems as well as people working in education oustide the classroom - the diversity was a highlight of the conference and I was not the only delegate over 35!

Be EXPOSED to innovative approaches to improving learning outcomes.

A workshop approach to actioning change was led by a highly engaging presenter, Anders Sorman Nilsson. He focused on 'branding' and examples of innovative ideas from industry and education before leading us through a simple process of creating a picture of the change through metaphor, making a clear distinct point (direction) and getting the data to back up the need for change. I referred to the successful 'Tablet Week' idea generated by Rob when going through this process. We also heard from David Faulkner, an educator from the NT who specialises in indigenous education; Aaron Tait who shared some amazing experiences of leading a school in an AIDS affected community in Kenya and starting an education and micro-finance NGO, Spark ; Stephen Harris from Northern Beaches Christian School who has develoiped an amazing resource in the Sydney Centre for Innovation in Learning; the brilliant Michael Furdyk from Taking IT Global and a representative from the educational reserach facility at Microsoft. These leaders provided us with real examples of how an idea for (radical) change can come to be, each was an inspiring and thought provoking presentation.

Set clear GOALS for future leadership development and plan to establish mentoring relationships.

Clearly, this is up to the individual and while I am feeling energised and challenged to act in developing some clear goals for myself, this may take some time. Through my current role as a technology specialist I have the opportunity to get better at relationship building, mentioned so often as the key to effective leadership. As were Rob and Toby, I am encouraged by the positive response to tablet week as this not only helped to promote the strategic goals set for technology integration but importantly broaden the number of people with whom I can foster a relationship with. Using technology effectively in the classroom is a key component of educational change and I am excited to be a part of the team which is helping to develop this at Hale.

Establish a powerful NETWORK of like-minded emerging leaders.

The chance to meet with such a range of teachers from across Australia and other parts of the world was fantastic. Listening to their experiences and, probably more pointedly, their ideas for change helped to make the conference so memorable. The establishment of Facebook, Twitter and blog sites means that the delegates can continue to share ideas and develop their leadership capabilities.

What teachers make

2010-09-29T11:38:00.000+08:00

DERN

2010-07-17T10:00:00.000+08:00

The Digital Education Research Network (DERN) is a network of researchers looking for research evidence of good teaching and learning using technologies. I saw one of its prinicpal researchers, Gerry White, present in Perth last year and enjoyed his insights into the current trends and future directions for technology in the classroom. His blog on the DERN site looks like it will be worth following with the latest post looking at some research into commonly held beliefs about technology which are proven to be myths, at least in the US.

The 5 myths in summary are:

New teachers and/or those with greater access to technology are more likely to use it in the classroom
Only high achieving students benefit from using technology
As students are already comfortable using technology, it is not important whether teachers do or not
Teachers and adminstrators have shared understandings of 21st century skills
Graduates feel well prepared to integrate technology effectively

Go here for the full report

Helicopter Lessons and Hyperconnectivity

2010-07-15T11:34:00.000+08:00

A thought provoking essay written by futurist Mark Pesce. The essay builds a compelling picture of the influence that mobile technology and social networking is having on the way young people learn. The two paragraphs below resonated with me.

You must engage. But we can not hand you a teenager and ask you to suddenly engage with them. That simply won't work. Building the bond takes time; it's a labour of love and an exercise in trust-building. The best mentors and teachers know this and practice it within their classrooms. But the classroom is suddenly everywhere. The network has swept in, swept through, and blown down the classroom walls. Educators and students are immersed in an 'educational field', something like a magnetic field, where amazing educational resources lie at tip of fingers, at the end of our hands. We may worry about the accuracy of Wikipedia, but no one argues about its impact. Anyone who has seen iTunes University, or downloaded an educational podcast knows about this 'educational field'. Education is freely available. That is not in short supply. What is in short supply – and always has been – is that moment of human contact, the connection which produces the transfer of insight, of skills, and understanding that won't come from any webpage, however brilliant, or any podcast, however well-produced.

And on the newly monikered Australian Curriculum, his thoughts echo those of our esteemed leader, Rob.

We're very lucky, because just at this moment in time, the Commonwealth has gifted us with the best reason we're ever likely to receive – the National Curriculum. Now that every student, everywhere across Australia, is meant to be covering the same materials, we have every reason to connect together – student to student, teacher to teacher, school to school, state to state. The National Curriculum is thought of as a mandate, but it's really the architecture of a network. It describes how we all should connect together around a body of knowledge. If we know that we should be teaching calculus or Mandarin or the Eureka Stockade rebellion, we have an opportunity to connect together, pool our knowledge and our ignorance, and work together. We can use our hyperconnectivity to hyperempower our ability to work toward understanding.

ISTE Conference

2010-07-15T11:31:00.001+08:00

As we are using the ISTE framework as a guidling resource in our technology integration plans I thought this post from Jenny Luca who attended the ISTE conference in Denver was worth sharing.

Some interesting points from Jenny's reflections:

17000 attendees - that's a big conference!
Lots of discussion about iPad as an educational tool with advantages like battery life countered by flaws like not being able to edit google docs
razzle dazzle at the conference – bands playing to introduce keynote speakers
digital literacy a focus of many sessions – The art of crap detection 101 being a highlight
Microsoft guide to digital literacy 'critical thinking in the classroom'
something about twitter hashtags which I don't really get

Jenny's poster presentation on ning can be found here.

ELH2009

2009-08-22T23:44:00.006+08:00

The Expanding Learning Horizons conference held in Lorne Victoria each year is the longest running event of its kind in Australia. The conference brings together teachers and school leaders to share new initiatives in educational technology. This was my second time and the impact on both occasions has been profound due to the inspiring array of presentations, opportunity to discuss ideas and strategies for improving ICT integration and the sublime setting - Lorne is a beautiful place to spend a few days!
The highlights from this year's conference included:

Opening keynote given by Andrew Douch, recipuent of the Microsoft prize for world's most innovative teacher using technology
Equally inspiring keynote delivered by Travis Smith focusing on effective methods for teacher professional learning
Discussions with various presenters on the use of school portals and LMS
Amazing presentation by Mark Liddell on the use of web 2.0 technologies in Mathematics
Getting a tattoo and enjoying an evening on the dance floor at the gala dinner

As a result of the conference and subsequent debrief back at school, the technology task group of which I am a member is now working on a new vision and strategic plan for ICT teaching and learning. I also have lots of new tools to try with my class including: Animoto, Inkseine and podcasting

EPICT in Prezi

2009-07-29T23:07:00.002+08:00

EPICT is an initiative for the professional development of teachers in ICT which came out of Denmark. Our school is currently involved in a pilot program. The key aspects of this model include: a focus on up-skilling through pedagogy, working in teams and the development of reusable examples of teaching with ICT.

Participants reflect on their current integration of technology and work through professional readings and exercises before collaborating on the production of an assignment. The assignment must be authentic, that is one the teacher will actually use in the classroom, and include the rationale for integrating technology, a detailed lesson plan describing the student activities and ideally would be submitted with examples of the student response to the lesson(s). It is essential that the participants provide evidence of the reflective process with details of how they decided on the particular applications utilised as well as the pedagogical considerations such as the need for differentiation and catering for different learning styles.

In the short time I have been involved in the program I have found it to be professionally engaging and rewarding. I have already learned a lot about integrating technology more effectively and I am confident that this will become a model for professional learning at our school.

Here is a prezi which I used to present to teachers introducing them to the idea of EPICT.
http://prezi.com/134642/

eLearning Vision

2009-07-20T00:13:00.002+08:00

The Victorian government site eLearning and ICT must be an especially useful resource for Victorian teachers who have access to the multitude of links, online resources and planning templates. However, one resource available without a teacher login is the planning matrix and associated template detailing the five essential elements of elearning. This would prove a very useful tool for schools who are reviewing or developing a strategic plan for ICT.

eLearning Leadership: establishing the vision and supporting the implementation and change management
Learning, Teaching, Assessment and Reporting: improving and extending learning opportunities through integration
ICT Professional Learning: how do schools plan, implement and evaluate effective professional learning so that teachers can improve ICT skill set
Learning Places and Spaces: the design and maintenance of IT resources and infrastructure as well as learning spaces
Learning Communities: extending learning beyond schools into the local and global communities

The matrix allows schools to evaluate their current position on a continuum in each of these areas and then make strategic plans for improving ICT integration.

Leaders are Learners

2009-07-19T23:06:00.002+08:00

To effectively support teachers and students integrate new technologies, you must be an effective user of technology yourself. This is stating the obvious but it is, nonetheless, an important point to make when developing a strategic plan for ICT integration. Simply put, by becoming an ICT learner along with staff and students, school leaders have a better chance of changing the culture of their school. Communicating a clear vision for ICT and collaboratively evolving that vision into action, as well as ensuring that the change process is supported by professional learning opportunities for staff are other key considerations outlined in this BECTA paper on strategic leadership of ICT in schools.

Just as teachers lead their students by demonstrating, modelling and learning, school leaders hoping to improve the integration of ICT in their school need to demonstrate, model and learn. For example, if I want students to recognise the benefits of managing and presenting data using technology then, as their teacher, I need to be proficient at using Excel. It follows, if I want the teachers to develop their skills developing online resources or virtual classrooms, then I need to become knowledgeable and proficient at doing this myself.

Leaders are learners, a critical inclusion in a school's strategic plan for ICT integration.

Learning in the Middle Years

2009-05-26T00:52:00.001+08:00

Some interesting sites were recently forwarded from a colleague after he returned from a Middle School conference in Brisbane.

This site made by a teacher librarian includes the slideshow from one of the keynote presentations and an interesting discussion on the new pedagogy needed for the 21st century

Edutopia's tech integration section has a well written article by Marc Prensky entitled Adopt and Adapt. The old things/old ways, old things/new ways... discussion is especially relevant for 1-1 schools like ours.

No doubt better viewed on a mac, this site showcases the power of iMovie as a teaching and learning tool.

Cyber-Citizenship

2009-04-15T22:52:00.006+08:00

A colleague has been working on a curriculum for our Year 7 students which focuses on teaching students the skills needed for safe and responsible navigation on the Internet. Working in a one-one, wireless environment which sees our students making use of the world wide web and other online resources daily is reason enough for us to teach our students effective strategies for utilising the amazing electronic resources at their fingertips. However, it is probably when the students are outside of school, connected to a less filtered, freer 'version' of the Internet that the principles of cyber-citizenship become more critical.

That is what makes this part of the curriculum such an important one to share with parents through information evenings, newsletter articles and parent meetings. The NSW Department of Education and Training produced series Click is an excellent resource for helping with the education of parents.

Some of the key aspects of the curriculum being designed include: Internet use golden rules (from Cyberquoll) student designed Internet policy (from cybersafety nz) and student run 'computer workshops' for parents and teachers.

The extensive Byron Review from the UK is another excellent resource for teachers providing a raft of background information and data, recommendations and strategies for teaching students safe and responsible Internet use.

On the Horizon

2009-01-26T23:23:00.003+09:00

The Horizon report for 2009 released this month presents technologies to look out for in the next five years. Jen Millea and Kerrie Smith have written interesting posts raising questions about which of these new technologies might become essential elements in the classroom. In forthcoming posts I plan to explore the four themes of mobile computing, immersive/interactive online environments, user created content and people networking.

Briefly, I interpret mobile computing to include the use of smaller computing devices such as net books and mobile phones in a wireless environment. We are currently in the process of trialling the small form factor computers with the view of perhaps utilising them as a cheap and simple option for students before/after the student owned tablet programme which operates in years 7-9. I am not aware of any teachers currently exploring the use of mobile phones as learning tools but there is some literature around which suggests it may happen.

Online gaming and virtual worlds might be examples of the immersive/interactive online environments. This is an area which I have little to no experience of but need to find out more as for our students, games like RuneScape and World of Warcraft are certainly engaging.

User created content and social networking are two obvious areas of technology development which will (or are already) impact on the way we teach our students. The use of wikis, blogs, slidesharing and cloud computing tools as well as discussion forums, community tagging and video sharing are already prevalent in many classrooms. Some examples can be found in this portfolio site I put together for my studies last year.

Videos with Camtasia 5

2008-11-11T22:30:00.011+09:00

I have been using Camtasia to create short tutorials for students over the past few years and find it a very useful tool. The latest version is more powerful, allowing videos to be saved and shared in a range of formats including web friendly .flv and .swf. When teaching a new application, function or skill the teacher usually has to repeat the instruction, often several times for some individuals. By producing a Camtasia movie, the students have access to the instruction when they need it, the file can be downloaded and watch back several times.

At this point, my students do not have this software loaded onto their computers due to the cost. If they did, I could see this becoming a great learning tool allowing students to share their understanding with their peers or to provide 'evidence' of the process they went through when submitting work to their teachers.

Cloud Computing

2008-10-27T22:26:00.005+09:00

I have been reading a series of articles in the You are Never Alone blog about 'Cloud' computing. This is the term given to a range of web based applications which allow users to access, create, store, and share information from any computer with an Internet connection.

A simple example of a 'cloud' application is web based email services like yahoo, hotmail and gmail. Applications like Google docs and zoho mean that people no longer need to have commonly used software for wordprocessing and spreadsheets loaded into their computer because they can create and store these online. Scribd, Box and slideshare are examples of file storage and sharing devices which are able to be used by subscribers at no cost. And of course the multitude of social networking (Facebook), blogging and microblogging (Twitter) tools which continue to grow in popularity are a major part of the 'cloud'.

In the first installment Kerry discusses one of the key issues related to cloud computing, intellectual property, data security and privacy. With an increasing number of people utilising these applications, access to personal data becomes an obvious concern. In a recently broadcast discussion on the topic of cloud computing by NHK (Japanese TV) the major issue discussed was that of security and privacy. Japanese consumers are especially concerned that the major cloud computer 'farms' are in the US and being offshore heightens their fear that the data will be tampered with or lost. This white paper from Canada 'Privacy in the Clouds' opens with "the Internet has entered a new phase...where it is no longer just a communication device but a vast interconnected virtual supercomputer."

The availability of these applications online means that in the future schools (and homes) will no longer need to spend large amounts of money paying for site licences and installing software on individual machines. Of course the savings here may be offset by the need to improve connectivity and wireless infrastructure. Other implications for schools raised in the second installment include: the reduced need for storage devices making handheld devices more viable, software producers changing the way they market their product, and the issue of equity both for computer access at school and home.

The final installment by Kerry (at least for now) begins with a link to this interesting article from The Economist and goes on to provide some links to new sites providing directories to cloud computing sites. I found this link particularly interesting Cloud Education.

As we plan for the 2009 software purchase, I wonder if there are plans to reduce our depedence on locally loaded software and open up to what is available on the web? For schools, putting the safety and well-being of their students first always heads discussions on how much we open up.

Wordle

2008-10-22T21:25:00.003+08:00

I saw this tool used by another blogger Martin Pluss and thought it was pretty cool. I can see my students using it to create a visual of their own writing or even as a simple tool for remembering a spelling list. This is the wordle for this blog.

Web 2.0 Power

2008-10-20T23:08:00.005+08:00

I found this video really inspiring when first setting out to create my blog. I was interested in both the content and the the form of the video, as I had been creating screenshot movies using Camtasia to help students review important concepts in maths. The power of web 2.0 is captured brilliantly in this short movie by Micahel Wesch, Assistant Professor of Cultural AnthropologyKansas State University.

ICT to shape the national curriculum?

2008-10-16T21:22:00.005+08:00

The National Curriculum Board is this week hosting forums on the key issues in forming a national curriculum. The proposal for discussion outlines the major changes which have occurred over the past 20 years which will influence the direction of education in Australia (and globally). The complexity of the global economy and associated social issues of religious/cultural diversity, the need for Australians to be more Asia literate, escalating environmental pressures heightening the need for creative scientific solutions and problem solving skills as well as the need for ICT literacy in the digital age are listed as areas of high priority.

A quote lifted from this discussion paper is at the heart of my current research into better integrating technology in our classrooms.

"While there is some knowledge about how to effectively embed new
technologies in learning in schools, we need to make a quantum leap in this
effectiveness over the next decade."

The draft declaration on national goals for young Australians published by MCEETYA last month, reinforces this point in its description of the elements of successful, confident and informed learners.

It is not a stretch to link ICT to each of the descriptors of a successful learner:

have the essential skills in literacy and numeracy - students who have access to technology to assist their learning have demonstrated better results in national assessments (ICT Impact on schools in Europe)
are creative and resourceful and are able to think critically, analyse information and solve problems - technology in the classroom can help schools to move beyond the industrial era paradigm of content delivery to a constructivist model where students are engaged in a thinking curriculum (David Warner: Schooling for the knowledge era)
are able to learn and plan activities independently, collaborate and communicate ideas - the integration of web 2.0 applications such as blogs, wikis and synchronous conferencing tools (e.g. voicethread) enhances student learning (Becta report)
are motivated to reach their full potential - technology is an engaging and authentic learning tool for students (ACMA study into children's use of technology)
have the capacity to make sense of their world and think about how things become they way they are - the Internet links students to the world by providing access to information, a tool for communication and collaboration and the source so many new learning tools(Cisco human network)
are on a pathway towards further education, training or employment - what are the skills that learners need to live and learn in the 21st century? (Australian government Digital Education Revolution)

Ensuring that we respond is the challenge.

Towards digital take off (part 2)

2008-10-11T21:37:00.003+08:00

This presentation was prepared at the midway point of an action research project into the integration of the school's portal. The research is three tiered: self learning, student learning and teacher learning.

The first level of study focuses on learning more about the the portal and associated web 2.0 applications through reading related literature, keeping a reflective journal (this blog) and exploring the portal's features. Using the portal with students: virtual classrooms, blogs, wikis and online surveys is at the second level of the research. Finally, assisting colleagues to integrate the portal in their classes, through 1-1 and group coaching sessions, forms the most critical part of the project. Critical, because if enough teachers take up the opportunity to transform their teaching and learning practice, then we are closer to digital take-off and e-maturity.

Towards Digital Take Off

View SlideShare presentation or Upload your own.

The search for evidence

2008-10-08T18:18:00.009+08:00

Studies into the impact of ICT on student performance are driven partly by the need for governments and schools to see a return on their investments. Finding evidence which proves that greater integration of technology leads to improved educational outcomes for students is problematic. Are standardised tests geared to measure the impact of greater integration? How do you separate the use of ICT from other factors which affect student achievement? However, there are some examples of research in this area which provide evidence that students who have greater access to computers at school and home are advantaged.

The Impact 2007 study conducted in the UK is one such research project. The study, commissioned by the British Educational Communications and Technology Agency (BECTA) aimed to gather quantitative and qualitative data on the impact of ICT integration on student performance in 67 schools in the UK. The study concludes that there are links between a school's e-maturity and student performance. The improvement is evident in results from standardised tests in mathematics and science, as well as literacy levels in the younger years. The research also found that students who have greater access to using computers at school recorded a more personalised learning experience. This is linked to ICT being a positive motivating factor for students' learning.

The European Schoolnet report on ICT integration is another comprehensive study into the benefits of ICT in schools. Working in a primary school, I was particularly interested in the findings that student achievement in English in the primary years was significantly enhanced by technology rich curriculum. They also found that the use of interactive whiteboards has a positive impact on student performance which is supportive of the findings in Australian schools referred to in my post of last week. The impact on teachers and pedagogy is also significant with teachers reporting to be more enthusiastic, efficient and collaborative through greater ICT integration. However, there is evidence that teachers do not fully exploit the creative potential of ICT. Moving from a traditional model of teachers imparting knowledge, albeit with technology enhanced tools and technique, to one where the students problem solve and construct their own knowledge is a key recommendation of the report. A report into Web 2.0 is needed?

According to this Norwegian OECD researcher, the question has shifted from 'does the use of ICT improve student performance?' to 'in what ways can ICT be used to improve education, including students' performance?' Addressing this question will be the focus of my next post, a look into the mini action research project which I am conducting at my school.

Towards digital take-off

2008-10-02T00:30:00.004+08:00

I recently read a paper on the successful use of interactive whiteboards in English, Australian and US schools. A consultant to the research team, Emeritus Professor Phillip Hughes of ANU, describes the use of this technology as being a major turning point in education (next to printing, the book and free, compulsory education), a point of 'digital take off'. The report uses this phrase to describe the situation in a school where ICTs go from being a peripheral teaching tool to being fully embedded and integrated in the curriculum. According to the authors (who may or may not have a vested interest in pushing the use of IWB technology), the quick uptake of IWB use by all staff including the so called 'luddites' is the critical element distinguishing the impact of this technology from other educational technology applications.

The study does not give conclusive reasons as to why more teachers were willing to embrace the use of this technology when they may have been reluctant users of computers and other technologies previously. Is it because it utilises a tool which is familiar to all teachers, the white/blackboard and therefore presents less of a percieved challenge? Or, do the features of this technology enhance the teaching a learning process so greatly that people are genuinely motivated to use it? I am interested in finding out from educators with experience using IWBs what they think? Can tablet computers and the use of software like Classroom Presenter do the same thing to improve the chances of 'digital take-off'? Is this the device that schools should train teachers with first to act as a launchpad to other technologies?

Measuring the value of educational technologies in schools

2008-09-23T00:05:00.004+08:00

In the next month, a group of Year 6 students at our school will participate in two research projects which are looking into the use of technology in the classroom. The first is a survey being conducted by the University of Canberra. The data being collected from students and teachers around Australia will be compared with information from similar surveys being conducted around the world. Later in the year, these students will participate in a focus group discussion with students from other schools in Perth.

The second activity is an assessment of the students' ICT literacy. The National Assessment Program: ICT literacy is being conducted by MCEETYA and is a part of the government's response to the recommendations made in the National Goals agreement from 1999.

Both studies should provide useful information for our own school as we continue to assess the effectiveness of the 1-1 notebook programme and look for new ways to improve the integration of ICTs into the curriculum. This will include an assessment of how web 2.0 technologies are being used to transform teaching and learning through collaboration, creativity and new means of communication.

According to this recent article at education.au, these are some of the signs that we should be looking for:

teachers who are using web 2.0 technology such as social networking to
collaborate with and learn from others
teachers who have a professional learning environment which web 2.0 is part of
students who are using, at school, tools to collaborate with others whether it is online or in their own “walled garden”. There is nothing to say that in order to use a web 2.0 tool, the student/class has to go out to the internet. Wikis, blogs, online
discussions can all be set up within the classroom to provide a different sort
of interaction and engagement.
lessons and projects where the teacher has thoughtfully embedded relevant collaborative technologies.
administratively, a school that has changed the way it does things: communicates with parents, stores school records, collects daily data such as marking the roll, lends out library books.etc. The list is endless.
the physical face of the school has changed: computers are everywhere, not just in labs.

Textbooks in a web 2.0 world

2008-09-19T21:56:00.006+08:00

This post from an education.au blog, caught my attention because students do not have textbooks where I work. The philosophy of teaching and learning is based on the premise that an innovative and engaging curriculum can, and should, be designed and implemented by the individual teacher without relying on a single text or set of skills to be learned. The teacher draws on their areas of passion, experience and expertise to design a unique and rich learning experience for the students which may be referenced to a range of texts and resources, but ultimately relies on the response of the students to construct their own meaning and understanding.

Of course, as a part of this process teachers are continuously required to ask the question 'what is important for the students to know and be able to do?' Teachers must ensure that the curriculum we are crafting is relevant, meaningful and strategic in the sense that students can logically build on their knowledge and understanding over time. We refer to the framework documents, progress maps and syllabus resources provided by our governing bodies which provide necessary guidance on the 'what' to teach 'when' elements of the curriculum, but the 'how' part of the process is determined by the teacher. The use of textbooks can restrict this most important element in the teaching and learning process because, by simply reading and completing prescribed exercises from the text, the exchange of knowledge and concepts between teacher and student remains impersonal or out of context.

Web 2.0 is about people creating communities, collaborating and building knowledge which is relevant to the individual. But how do young people decide what is relevant? They may have access to a huge amount of information, but can they discern what is true, meaningful and worth knowing? When there was a single textbook which supposedly contained all of the knowledge that was important for someone to know in that particular subject, the job of the teacher may have been simpler. It seems obvious that this is no longer possible and that, as teachers, we must become more adaptable and innovative in the way we teach. So along with flexible timetables , a focus on relationships and learning to learn (thinking/problem solving skills); the effective use of technology and the emerging (ed) web 2.0 applications are sure to be critical elements of the post-textbook classroom.

Check out the 8 big questions related to the future of the textbook here.

Identifying the tensions in ICT integration

2008-09-18T00:06:00.002+08:00

Technology changes rapidly – significant change is often a slow process in schools. Teachers are busy – learning how to effectively use and integrate new applications takes practice and experimentation. Access to information is easy – assessing its relevance and making sense of the information requires a wide range of skills. Students need to learn the basics - students are often more engaged by a media rich and hands on curriculum.

Addressing these tensions is at the core of the action research project I am undertaking. How do we best support students and teachers to manage (and embrace) the change brought about by new technologies such as the school portal? Put another way, how do we facilitate the shift to teaching and learning for the 21st century where our students are using technology to access information, communicate, build new knowledge, collaborate with their peers and present their understanding in visually appealing and interactive media.

David Warner, in his book Schooling for the Knowledge Era is critical of the slow pace at which governments and many schools appear to be responding to this change. He speaks of the shift which has occurred in society, largely driven by the rapid growth of the Internet, from an industrial era to a knowledge era, one in which people have increased access to information, communicate globally and the ability to learn new skills quickly dominates.

The digital school and wirearchy

2008-09-11T22:30:00.009+08:00

In a recent blog post at education.au Kerrie Smith raises the question What does it take to make a digital school?

"The school continually strives to take advantage of the opportunities afforded
within the digital paradigm to further enhance the quality and effectiveness
of the education it provides."

I have been thinking about this idea broadly while working with interested staff to develop their own 'virtual classrooms' in the school portal. This feature of our school network provides an opportunity to enhance the quality of our curriculum by: helping to digitalise content (colourful, clickable multimedia), structure units of work (websites embedded, rubrics uploaded, extension on hand), connecting and engaging students (document libraries, discussion, wikis, familiar interface) and provide easy access (school, home, travel). The challenge is how do we best teach our teachers how to utilise this powerful tool? Some answers may be contained in the recommended reading Leading a Digital School (edited by Mal Lee and Michael Gaffney, Acer press 2008) the next book I will be looking for.

In a follow up post by Kerrie, she describes a new concept in organisational structure called Wirearchy.

“a dynamic two-way flow of power and authority, based on knowledge, trust,
credibility and a focus on results, enabled by interconnected people and
technology."

Its connection with teaching and learning in a web 2.0 world can be found in this movie produced by a US anthropologist. Students accessing, trading and creating information in this environment definitely challenges the traditional role of the teacher as 'holder of knowledge'.

Technology Guidelines

2008-09-11T00:03:00.003+08:00

What is the role of the school in teaching parents about responsible technology use? Through the school's handbook and website, we publish the guidelines for technology use while the students are at school, but should we also be helping parents to manage their child's home use of technology? Through newsletter articles, information evenings, expert seminars and parent teacher meetings we could be helping parents to become more aware about some of the negative aspects of technology such as internet addiction and cyberbullying. The school is also in a good position to share with families information about the latest trends for young people using technology - online gaming sites, MSN, MySpace and other social networking tools.

Government programs such as the newly published Click, Netalert and Cybersmart Kids, the study into media and communication use by young people published by ACMA last year and recent articles on Internet use written by child psychologist Michael Carr-Gregg are especially useful resources which schools can help to promote and share with families. As the volume of user generated content on the web grows (Youtube, podcasts, blogs), the need for guidelines to help children and their parents use this resource responsibly and safely also increases. I believe that schools should be taking the lead in educating their community.

Tablets and OneNote

2008-09-08T18:48:00.003+08:00

In 2007 we began using tablet computers with our Year 7 students. Annotating PowerPoint presentations, marking student work electronically, modelling effective research technique by highlighting relevant text and showing students correct setting out of algorithms were some of the ways that teachers and students utilised the stylus immediately. Exploring the tablet utilities which come as extras, the snipping tool, art applications and sticky notes became popular.

Perhaps the biggest change came when people started using OneNote. As a research organiser, collaborating tool, worksheet creator and simple notemaker, it has wide ranging functionailty. Apart from text, you can embed sound, pictures and video and easily manipulate the page layout by dragging and dropping the 'textbox' like objects. It is easy to use as a repository for important emails and other documents by printing or sending to OneNote. Students can share their 'notebook' when working on collaborative projects, in that sense working like a simple wiki.

Microsoft have prepared a range of how to movies and useful resources for teachers packaged in this dowloadable toolkit, but the best way to learn more is possibly to visit this blog or watch the helpful video at Teacher Tube

IL

2008-09-06T21:55:00.004+08:00

Information Literacy

View SlideShare presentation or Upload your own.

The early planning stages of a new IL model includes an introductory presentation for staff. This is one of the objectives for my research project, to provide teachesrs and students with a framework for teaching and learning technology, research, communication and thinking skills.

Educational Leadership

2008-09-06T11:18:00.004+08:00

I am currently studying a unit on Educational Leadership. The course, run by UWA as a Winter school, provides an opportunity for teachers who are considering Masters study. After a three day intensive introduction to educational leadership during the last holidays, we are now undertaking an action research project in what we perceive to be an area of need in our school. My initial plan was to look at the use of new technologies to support students struggling with basic numeracy and literacy. However, I have since expanded my research to include the support of teachers as they learn integrate the portal into their teaching and learning programs.

The presentation below was given to the staff after we had finished the three day intensive.

Educational Leadership[1]

View SlideShare presentation or Upload your own.

Welcome to Isshoni ICT

2008-09-05T23:13:00.003+08:00

A new venture into web2.0 territory. The inspiration coming from a seminar delivered by Sherryl Nuusbaum-Beach. The 21st Century Learning teaching and learning seminar gave delegates an introduction to using web 2.0 tools in the classroom. We explored many tools including Twitter, Delicious and Google Reader and saw some interesting examples of how these are being integrated by educators around the world. The emphasis was on expanding the horizon for our students by creating communities beyond the classroom.

This video by a teacher of the Jordan School district was used in the introduction to inspire thought and discussion.

Keeping Up

View SlideShare presentation or Upload your own.

Learning Objectives

2008-08-19T10:55:00.012+08:00

I have set three key learning objectives for the unit of work I am currently studying at CSU : investigating the use of technology to support struggling students, further developing the newly created role of 'technology coach' and creating a new working model for the teaching and learning of information literacies

A brief description of some early intiatives and links to screenshots follows.
One of the tools I am using to engage a group of struggling Year 6 maths students is a class blog which includes pictures, document library, useful links, how to movies I am creating using Camtasia and space for the boys to post questions and make comments. The early response has been positive

The Junior School curriculum site is a collaboration area in the portal for staff to share documents, see calendar events and just become more familiar working in a web-based application