Digital Education Revolution in our School

1. Digital Education Revolutionin our School

3. Warning!!! “Students often find it difficult to maintain balance between the design and technology aspects of the creative learning process. Technology can become an obstacle to learning, especially when a student is first exposed to a new and/or novel technology. The student may become too focused on the technology and neglect the need for developing creative ideas…creativity drives technology” (Mohler).

4. ‘The school had a compelling vision of how laptops can contribute to students’ and teachers’ work. Teachers are encouraged to be innovators and partners in the 1:1 program. The laptops themselves … are part of a complex interconnected web of devices, networks, activities, and goals whose purpose is to support the school community’s efforts to carry out its ambitious mission. Laptops do not stand alone’ (Zucker & Hug, 2007).

5. “We have to know where we want to end up before we start out – and plan how to get there …” (1999, Tomlinson).

6. Global citizens Considerations Global skills required for the 21st century workforce: • Critical thinking • Problem solving • Innovation • Collaboration • Creativity • Connectivism through technology

7. Global citizens Considerations Quality learning enables students to: • Engage • Examine and explore • Enrich and extend • Create and construct • Apply • Communicate and share • Reflect and evaluate

8. National Curriculum Goals • Goal 1: • Australian schooling promotes equity and excellence: promote personalised learning that aims to fulfill the diverse capabilities of each young Australian. • Goal 2: • All young Australians become: • successful learners • confident and creative individuals • active and informed citizens

9. National Curriculum Expectations • A solid foundation in skills and knowledge on which further learning and adult life can be built. • Deep knowledge and skills enabling advanced learning, ability to create new ideas & translate them into practical applications. • General capabilities that underpin flexible thinking, a capacity to work with others, an ability to move across subject disciplines

10. 21st Century Pedagogy - Connectivism • Capacity to know more is more critical than what is currently known • Ability to see connections between fields, ideas, and concepts is a core skill • Learning is a process of connecting information sources • Learning and knowledge rests in diversity of opinions • Learning may reside in non-human appliances • Decision-making is itself a learning process • Currency (accurate, up-to-date knowledge) is the intent of all connectivist learning activities • Choosing what to learn and the meaning of incoming information is seen through the lens of a shifting reality

11. The Barriers • Time to learn and to integrate DER • Lack of ICT skills and understanding: teachers and students • Current programs and assessment tasks already developed • Exams – Naplan, HSC, but wait there’s more… • Parental and community expectations

12. Challenging Possibilities • Discussion: • What are our barriers? • How can we overcome them as a school/ a faculty and a teacher? • What do we need to overcome the barriers?

13. The Planning • Small steps • ICT audit of students and teachers • TaLe site for training modules for using Adobe and 2007 word software • Focus on one or two uses of the software to begin with such as One Note

14. The Planning • Transforming a Term 3 unit of work • Begin by asking the question ‘How could laptops be used to assist in the delivery of the learning?’ • Move to assessment and how the technology can be used to make the task/s more engaging, differentiated and open ended • Students could be given a choice of how they deliver or present the assessment task • Move to transforming a Term 4 unit of work and/or assessment task/s

15. Planning for learning • Ask the key questions: • What do I want my students to learn and how can the laptops assist? • Why does it matter? • What do they already know about the KLA topic and the software? • How will they demonstrate learning through technology? • How will they get there using the technology?

16. Lesson delivery using DER • One Note: • Gather, store, and manage notes and information — including text, pictures, digital handwriting, audio and video recordings, and more — in a single location • Automatically saves and backs up your notebooks • Shared notebooks gives all student access to the same information at the same time, online or offline • Science Example; LOTE example

17. The Learning Environment • In an ideal world how should the classroom look when the students are using laptops? • Does it need to change? • What needs to change? • How could the school move towards creating an engaging and appropriate learning environment?

18. Quality Assessment through ICT “Technology does not directly change teaching or learning. Rather, the critical element is how technology is incorporated into instruction” (Bracewell and Faferriere (1996) We can connect with our digital natives by incorporating technology in assessment.

19. Assessment What do I want the students to do or produce to demonstrate their learning and understanding? How could the laptops be used to enhance assessment?

20. Quality Assessment • Consider how the assessment could incorporate: • Student direction • Connectedness – authenticity • Higher-order thinking • Substantive communication • Explicit quality criteria • Problematic knowledge

21. Transforming Assessment • Ensure that the assessment task: • Has a clear and precise rubric • Has marking guidelines reflecting the outcomes being assessed • Has verbs that reflect higher-order thinking • Is open ended through technology

22. Deep understanding When students truly understand, they can: • Explain, make connections, offer good theories:Make sense of what they experience; show their work and defend it; provide thorough, supported, and justifiable accounts of phenomena, facts, and data • Interpret:Tell meaningful stories; offer translations; provide a revealing historical or personal dimension to ideas and events; make it personal or accessible through images, anecdotes, analogies, models

23. Deep understanding • Apply and Produce: Effectively use and adapt what they know in diverse contexts, and design effective products. • Appreciate Other Perspectives: See multiple points of view, with critical eyes and ears; see the big picture.

24. Deep understanding • Empathise:Get inside, find value in what others might find odd, alien, or implausible; perceive sensitively, enter the mind and heart of others. • Self-knowledge:Perceive the personal style, prejudices, projections, and habits of mind that shape and impede their own understanding; are aware of what they do not understand, and why it is so hard to understand.

25. Assessment Ideas • Presentation and delivery: • Digital texts such as narratives, timelines, news stories using Premier, Power Point or word • Pod casts, multimedia texts, short films • Type of Assessment: • Inquiry-based research • Enquiry-based research • Project-based learning • Critical reflection or evaluation: wikis, moodle, blogs • Teaching others: Instructional tools using Captivate or Smart Notebook

26. Narratives for the future… Digital Storytelling • “Every community has an awareness of a collective identity woven of a thousand stories.” • Premier, power point, word • English: Narrative, non-fiction, news report… • HSIE: Timeline, biography, narrative • TAS/VA/Music/Science: Report, recount, narrative… • Mathematics: Narrative about probability

27. Digital Text • A digital timeline • A life-story • A podcast • Multiple endings • Alternative perspectives • A soundscape • A digital poem • A news report • A travel tale: Google Earth

28. Inquiry-based Research “with access to the vast amount of information acquisition is now no longer the challenge, but rather it is the synthesis of that information that is the challenge” (Hawkes, 2001).

29. Inquiry-based Research Tasks • Research Question: Open-ended and contentious so that it invites debate and argument • Webquests: Create original quests • Wikis: • Class encyclopaedia • Book Clubs • Hypotheticals

30. Project-based learning • The concept • The question • The research: locate, evaluate and synthesise • Probing questions • The presentation • Supposition

31. Project-based learning • Concept: Sustainability • Question: Why do so many Australians believe that they do not need to reduce their global footprint? • The tools: • Online survey: http://www.zoomerang.com/ • Vox pops • Blog • Internet • The Product: Wiki, Moodle, short film, digital report…

32. Enquiry-based Learning • Learning is driven by a process of enquiry owned by the student • Starts with an authentic ‘scenario’ and with the guidance of a facilitator, students identify their own issues and questions • Develops deeper understanding of the subject-matter

33. Critical Reflection • Invites a deeper understanding of the ideas and content of a subject and promotes greater self-awareness of skills and knowledge • Digital Portfolios • Wikis and Blogs • Podcasts

34. Programming with DER: Stage 5 English • Outcomes: 1, 4 & 6 • Naplan Data: Audience and structure noted as a concern • HSC Feedback: Boys struggling with Paper Section II - Writing • Concept: Craft: The qualities of an effective narrative – “Stories are the lifeblood of a nation” (Garth Boomer). • Key Question: How do we craft a narrative that is engaging and affective? • Key Ideas: • The power of imagery and figurative devices in writing to engage and move the reader – “Words are like ants...nothing can penetrate into the cracks and gaps of life as thoroughly or as fast as words can” (Orhan Pamuk). • How the structure of a narrative can enhance the quality of a narrative • The importance of close editing

35. Programming with DER: Stage 5 English • Lesson delivery: • All notes, hyperlinks and sample digital narratives in One Note • Narrative typed in word and all editing done through spell check, synonym check (right click on the word) • Drafts uploaded to class wiki or blog for peer comments • Students access online module on how to use Premier or Power Point to make digital narratives (can be already loaded to One Note from TaLe)

36. Programming with DER: Stage 5 English • Assessment Tasks: • Critical response to a text (Word document/Peer feedback using insert comment): Outcomes: 1 & 4 • Digital Narrative (Adobe Premier, Power Point or Word): Outcomes: 1, 4 & 6 – Focus on craft and structure • Resources: • Extracts from Winton, Gail Jones and Lanaghan • Annotated exemplars • A range of websites with models and exemplars • TaLe resources to support Naplan

37. Programming with DER : Stage 4 Geography • Outcomes: 4.2, 4.3, 4.7, 4.8, 4.10 • Naplan Data: Audience and structure noted as a concern • HSC Feedback: Boys struggling with Paper Section II - Writing • Concept: Persuasion: How we can use geographical data and information to raise global awareness • Focus: Indigenous people of the Mentawai Islands • Key Question: Why and how should we persuade others to care about and empathise with others? • Key Ideas: • The interrelationships between people and environments • How geographical knowledge, understanding and skills combine with knowledge of civics to contribute to informed citizenship • The importance of understanding others’ perspectives about geographical issues

38. Programming with DER: Stage 4 Geography • Assessment Tasks: • Persuasive Essay (Uploaded to a Class Wiki for comment): Outcomes: 4.2, 4.3, 4.7, 4.8, 4.10 • Persuasive Campaign (Adobe Presentation or Premier or Power Point, Spreadsheet, Word, etc): Outcomes: 4.2, 4.3, 4.7, 4.8, 4.10 - You and your team are seeking a license to run a charter boat company that provides transport and support for different interest groups that visit the Mentawai Islands, such as surfers, tourists, health workers, botanists, marine biologists, environmentalists or logging companies. You need to persuade the authorities that your company will respect the local Indigenous Mentawai people’s rights and care for the natural ecosystems of the Mentawai Islands if your company is to be granted the license.

39. Sites to Visit • http://www.tale.edu.au/tale/live/teachers/shared/tools/schools.jsp - TaLe where teachers can access pedagogy focused support on the DER-NSW software and hardware • https://detwww.det.nsw.edu.au/deptresources/majorprojects/dernsw/proflearn/index.htm-- Intranet site that provides an overview of the resources and links for how to access them • http://www.teachers.tv/video/26701 - a short clip on laptops for learning

40. Sites to Visit • http://www.irvingisd.net/one2one/ - Video clips of project-based learning and teachers discussing their classroom management strategies • http://etc.usf.edu/plans/default.htm - No Strings Attached: videos of sample lessons taped in Florida schools with a description of the lesson objectives and procedure • http://www.irvingisd.net/one2one/main.htm - ideas for project-based learning using laptops for learning

41. Where are we at? • CLAS ICT framework • BECTA framework • Barry Laing’s model • Bloom’s revised taxonomy • School planning tool