NZME Education Central - September 2019

Issue 4 | Thursday, 19 September 2019

An NZME custom publication

Education Future Central Focus

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The innovation and technology issue Rocket tech takes off in Kiwi classrooms

Maker movement encourages innovative minds

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Now

accepting applications for

2022

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Contents Editor’s note

4: Tamariki and technology: Integrating tech into the ECE curriculum

6: The new Digital Technologies curriculum – hit or miss?

8: It’s all fun and games in schools today

10: Make space for makerspaces

12: Digital technologies enhancing students’ educational experiences

13: Real-time reporting a game-changer for schools

14: 24/7 education: BYOD means learning doesn’t have to stop at bell-time

15: Modern learning environments – is the jury still out?

16: Kiwi students going to infinity and beyond

A

s I write this editorial, a notification pings on my phone. It’s from Seesaw, telling me that my daughter, who is in Year 4, has updated an item. I pause from my work to check out what she has done. It’s a video clip of her reading aloud from a writing exercise she’s just completed based on the classic ‘It’s moments like these you need Minties’. It makes me smile. I give it a ‘like’, and a comment of praise.

This is just one small example of digital technology’s presence in modern-day teaching and learning. Real-time reporting apps like Seesaw are having a huge impact on parents’ accessibility to their children’s learning on a day-to-day basis.

But not everyone is on board the digi-train just yet. BYOD (bring your own device) programmes and innovative learning environments are two hallmarks of modern-day schooling that have proved to be contentious. The concept of gaming in the classroom has raised more than a few parents’ eyebrows.

And with emerging technologies like Artificial Intelligence and Mixed Reality making their way into schools too, some will need to brace themselves for yet more change.

In a world where technology is moving this fast, change is the only constant. We’re lucky in New Zealand that, for the most part, our schools do a pretty good job of teaching our kids how to embrace change and how to be good learners and good citizens. And I give that a ‘like’ too!

Jude Barback, Editor

The next issue of EducationCentral FutureFocus will be published in October 2019.

Editor

Production

Jude Barback judith.barback@nzme.co.nz

Aaron Morey aaron.morey@nzme.co.nz

Education Media Specialist

Commercial Manager

Jill Parker 04 915 9798 jill.parker@nzme.co.nz

Nikki Verbeet nikki.verbeet@nzme.co.nz

Every kid is one great teacher away from being a success story.

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“It’s not the digital technology itself that’s important, it’s the thinking behind it that matters.”

Tamariki and technology

Integrating tech into the ECE curriculum

Digital technology is helping kindergartens strengthen links with schools and families, as well as giving our youngest learners a voice.

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he children at Botany Downs Kindergarten love Skyping their friends in the new entrant class at Botany Downs School, where many of them will start school in the coming weeks and

months.

As they prepare to transition from kindergarten to school, their Skype chats complement their school visits, allowing the children to build relationships, communicate with their future teacher and peers, and observe the class in action.

It’s just one example of how Auckland Kindergarten Association (AKA) is incorporating the use of digital technologies in positive and meaningful ways, supporting children to be curious, confident and capable learners.

Digital technologies reflect curriculum Lyn Granshaw, AKA education technology specialist, says integrating digital technologies within the kindergarten environment not only reflects the updated early childhood education (ECE) curriculum Te Whāriki, but also links to the Digital Technologies and Hangarau Matihiko content in The New Zealand Curriculum, supporting the transition from kindergarten to school.

Technology can also play a key role in supporting the transition into kindergarten, says Granshaw.

E-portfolio platforms like Storypark can help young children become familiar with the kindergarten environment before they begin.

Technology can also help to strengthen the relationship between kindergarten and home by providing a platform for documenting, sharing and celebrating learning success and progress.

Granshaw gives the example of a boy who had been practicing his haka but was initially too shy to perform in front of his peers. His mum recorded him at home, shared it with the kindergarten via Storypark and the children watched him on the big screen.

Seeing himself on screen had a positive effect.

It gave him the confidence to perform in front of the children and teachers, celebrated his cultural identity, and inspired him to take on a leadership role by teaching other children the haka.

Technology gives students a voice Integrating digital technologies into the kindergarten environment is enabling children to be more engaged in their learning.

“What I like about technology is that it gives children a voice,” says Granshaw.

“They can’t read what teachers have written about them, so this is helping them be involved in their own learning. It opens up a world that previously wasn’t available to them where they had to wait for an adult to read to them.

“Now they’ve got that option of augmenting that through video and audio so they can capture that learning and reflect on that learning beyond the written word.”

They might be pre-schoolers, but AKA takes digital citizenship and cybersafety seriously. It’s focused on growing confident and capable digital citizens through positive, age-appropriate messages, such as teaching children to ask permission before taking someone’s photo.

Just as digital technology infiltrates nearly all aspects of modern life, AKA strives to integrate technology into the curriculum and children’s day-today learning, rather than treating it as a stand-alone subject.

“It’s not the digital technology itself that’s important,” says Granshaw, “it’s the thinking behind it that matters.”

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The new Digital Technologies curriculum –

hit or miss?

Students across the country will soon begin to learn how to participate, create and thrive in a fast-paced digital world. By Rebekah Fraser.

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he technology learning area in the curriculum has been revised to strengthen the positioning of digital technologies. It now includes two new key areas – ‘computational thinking’ and ‘designing and developing digital outcomes’.

Schools and kura must incorporate the new content into their programmes by the beginning of 2020, if they have not started already.

The Mind Lab’s national postgraduate director Dr David Parsons says the new curriculum aimed to develop students’ abilities to problem solve in ways that were similar to how computer systems were built.

“It also focuses on students being able to develop their own applications using digital technologies as well as being able to use existing digital applications for learning.”

He says the curriculum had to “reflect the world beyond” the classroom, where digital tools were being used every day.

“Children are learning how to achieve their goals using appropriate digital tools for creating, collaborating, communications and developing their ideas.”

New curriculum “empowers students” University of Canterbury computer scientist Professor Tim Bell says the new curriculum empowers students. “It helps students move from being mere consumers of technology to being empowered to understand and influence new technology.”

Children can learn about taking control of computers to build new, and better, systems.

“If a piece of technology is frustrating, rather than saying ‘this sucks’, you can see the fundamental mistakes and demand change, or change it yourself.”

The new curriculum will also introduce children to New Zealand’s third largest export – technology.

“We can show children that this can be an exciting job and we can start to change the stereotypes around that.”

Ministry of Education acting deputy secretary of early learning and student achievement Pauline Cleaver says digital technologies and devices have a growing influence on our daily lives.

“Most young people are confident users of digital technologies. Moving forward they will need a stronger understanding of what digital technologies are and how they work.”

With more knowledge, the “greater influence we can have on the design and development of better future technologies” that benefited all.

Bell says a common misconception in schools is a focus on equipment.

“Schools should focus on the teacher.

When they work out how they want to implement this part of the curriculum, then look at the equipment they need.”

He says schools and parents should allow plenty of time to understand the changes.

“This isn’t hard. It is more of a psychological barrier; it can be easily understood, but it is also not trivial. Realise that it will take time and effort and invest in it.”

Parsons says schools and parents could easily “get lost in the details” of the new curriculum area.

“But the most important thing is for students to be able to utilise digital technologies across the curriculum to

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“The most important thing is for students to be able to utilise digital technologies to support their learning, regardless of subject area or curriculum level.”

support their learning, regardless of subject area or curriculum level.”

Implementation variable across schools New Zealand Area Schools Association president Stephen Beck says the changes should not be looked at as an addition to the curriculum.

“Rather, it is a way of thinking that can underpin curriculum delivery in all areas.”

He says implementation of the new curriculum area would vary greatly between schools.

“Implementation will be largely reliant on the skills of the current teachers in the school and where this skill base and confidence does not exist, schools will still be at an emergent stage.”

Beck says he was starting to see understanding coming through schools.

“With time we will get there. Good practice takes time to be shared.”

Computational thinking in action The new curriculum covers two key areas – ‘computational thinking’ and ‘designing and developing digital outcomes’.

The Mind Lab national postgraduate director Dr David Parsons says computational thinking was not ‘thinking like a computer’.

“That would be pointless, since computers do that better than us.”

Instead, it was about finding ways to take full advantage of digital technologies by understanding how to use them for human outcomes.

“At its simplest, computational thinking can be as easy as working out how tasks are made up of sequences, repetitions, and choices.”

The curriculum states that students will develop an understanding of computer science principles that underlie all digital technologies.

“They become aware of what is and isn’t possible with computing, allowing them to make judgements and informed decisions as citizens of the digital world,” it states.

Computational thinking could be broken into five simple steps: describe a problem; identify the important details needed to solve this problem; break the problem down into small, logical steps; use these

steps to create a process (algorithm) that solves the problem; and then evaluate this process.

Ministry of Education acting deputy secretary of early learning and student achievement Pauline Cleaver says computational thinking could be taught using non-digital methods.

Some ideas included designing a repeated sequence of dance steps, or examining how knitting patterns worked. Creating a grid on a field and having students move from one point to another with limited instructions also developed computational thinking skills.

The curriculum will also include a ‘designing and developing digital outcomes’ technological area, where students learn how to design digital solutions to real world problems.

“In doing so they consider issues such as privacy, ethics, and the impact of these technologies on people and the environment,” says Cleaver.

Across Hangarau Matihiko, ākonga learn these skills from an explicit Māori world view, ensuring this learning occurs through te reo and tikanga Māori, while considering their roles and responsibilities as Māori digital citizens, she says.

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It’s all fun and games in schools today Gaming often gets a bad rap and many believe that it has no place in education, but the rise in gamification and game-based learning in schools proves that it can be an effective learning tool. Ruby Harfield finds out more.

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ames have always had a place at school but are most often thought of as a pastime in the playground.

However, game-based learning (using games) or gamification (turning the learning process into a game by applying game principles, such as points) is being used increasingly as an effective way of educating and motivating students.

The emergence of video games, apps and online tools has helped to create a vast wealth of opportunities for these learning styles.

New Zealand Council for Educational Research (NZCER) senior researcher Rachel Bolstad says game-based learning can have the most impact when there is a fluid exploration of all kinds of games, including playing and creating video games, board games and physical games.

“Games can be really effective and contribute to particular kinds of learning; different games have different learning concepts and different outcomes.”

For example, students who have the time and space to properly learn how to create their own online games can have massive learning gains in terms of creativity, collaboration, problem solving and negotiation.

“When game design happens in a learning environment, it parallels the authentic processes in the game design industry but at a smaller scale.”

Making learning fun Wellington High School science teacher Tony Cairns is a big believer in game-based learning in all forms.

“Gamification for me is making learning fun, joyous and fascinating,” he says.

A lot of traditional learning is a teacher trying to tell students information, but when students interact with the same subject through a game, they are more motivated, retain information and build social skills, he says.

“I see it as the future of entertainment and education.”

At present, Cairns’ students are learning about the colonisation of New Zealand but instead of just hearing the facts, all subjects are using different methods to help them gain a deeper understanding and engagement of the topic.

They are using board games, navigation, art and even Minecraft to help with this, he says.

Students are using Minecraft to experience Captain Cook’s voyage themselves, including the perils of scurvy.

“It’s not just teacher in front of students telling them what happened. Kids doing it for themselves, that’s where the revolution is.”

Careful implementation needed University of Auckland senior lecturer in technology education and chair of the Technology Education New Zealand national council Kerry Lee says game-based learning can be useful but needs to be implemented properly.

Minecraft, for example, can be an engaging and helpful tool if used for a specific learning purpose with discussions and indepth analysis, she says, but if it is just used as a reward or without structure then it is does not aid learning.

Dr Paul Denny from the University of Auckland, who has done research on gamification through an existing online learning tool for tertiary students, says game elements need to be carefully designed so they reward behaviours that are known to positively impact learning.

“In my research, I have found that gamification is a very effective motivator for some students, but not very effective for others.

“The good news, at least in the work I have done with PeerWise [the University of Auckland’s interactive assessment guide for students], is that there haven’t been any negative outcomes; for example, students do not appear to have been demotivated or discouraged as a result of the gamification.”

“Games can be really effective and contribute to particular kinds of learning; different games have different learning concepts and different outcomes.”

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Advertorial

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Breaking barriers:

The rise of Māori women in IT Like most school leavers, when Brooklyn Smith left high school in Wellington, she was bombarded with study options. She initially felt like animation was the pathway she wanted to go down, until she heard of Whitecliffe, formerly known as Computer Power Plus, through her partner.

T

he 23-year-old has completed a Level 5 diploma in Web Development and Design and is now in the middle of completing her second diploma at Whitecliffe – a Level 6 Diploma in Software Development. But for Brooklyn, graduation is a little further in sight, now that she and her partner are expecting a baby in late November.

But because she studies with Whitecliffe, she doesn’t need to drop out.

“If I had gone to a university, I would have almost definitely dropped out by now,” says Brooklyn. “I wouldn’t have been able to meet lecture times. But when I found out I was pregnant, I was able to drop down to part time and change my hours.”

Students can study on a timetable that suits them. The school offers flexible training hours with their scheduled morning, afternoon and evening shifts. “And once I have the baby, I can just re-enrol for the next portion of my diploma whenever I’m ready,” Brooklyn says. “The flexibility is definitely the most attractive part of studying at Whitecliffe.”

Brooklyn feels that the IT industry simply isn’t marketed towards women interested in studying technology. The New Zealand tech industry is quickly becoming a world competitor. It’s a dynamic, growing industry that offers higher than average salaries.

But when it comes to the ongoing need for employees, women are in the minority, occupying only 23 percent of professional IT roles overall – a shocking statistic when you look at the rest of the world.

As a woman and of Ngāti Porou descent, Brooklyn feels she has already missed out on opportunities in the tech industry.

“When I finished my first diploma, I applied for several jobs in the IT industry.

I would get through the last stage of the interview process, and then they would go with someone else. My skillset is very good – so at one point, I did actually question, is it because I’m not white and a male?”

With the social pressure on girls and women to pursue “suitable” careers, and the lack of support for women who wish to have a family or re-skill when returning to the workforce, are just two of many. But studying at Whitecliffe means that Brooklyn’s tutors will support her with modern teaching and adult learning techniques in the Graduate Job Placement Programme – with 84 percent of our graduates placed in work.

Whitecliffe offers a range of certificates and diplomas in Information Technology, Technical Support, Web Development and Design, Software Development and Networking.

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Make space for

makerspaces Makerspaces are popping up in schools all around the country, providing children with access to a variety of tools in a learning environment.

By Rebekah Fraser.

F

rom 3D printers and lasers, to robotics and coding, as well as the more traditional activities like woodwork and art, the philosophy encompasses a wide array of skills and interests.

MakerBox founder Jess Weichler says the maker movement is primarily about creating.

“I think the phrase that best embodies it is ‘creative spirit’. You could be coding or building, or even art. From 3D printing right through to flax weaving and painting, that’s all part of the maker mindset.”

Real-world applications The maker movement provides ‘real-world applications’ to problems.

“You can see the use and the purpose of things.

So often I see kids who might struggle with certain skills, and through makerspace it just clicks.”

She says a makerspace can “shine a lens” on other aspects of the school curriculum.

“As a kid I didn’t understand variables in mathematics. But through coding, which my students taught me, I realised I did understand.”

Weichler says through making, students can learn different skills depending on the focus.

“The top three things though would be about inspiring creativity, innovating through invention, and celebrating mistakes.”

Those three skills are vital not only through childhood, but through life, she says.

“Mistakes are stepping stones. Even if my students forget the actual technical skills, as long as they remember that mistakes are not a failure, that’s most important to me.”

From teachers to mentors CORE Education facilitator Suzi Gould says the movement has turned teachers into mentors and coaches.

“It is a different model from when we were at school. This means there can be concerns from parents and teachers but it provides so many opportunities.”

For both children and adults, it teaches the skills to think outside the square, she says.

“It allows you to see the possibilities, to ask questions. It’s about growing that innovative mindset from an early age.”

Children could develop confidence, independence, collaboration, and negotiating skills through making, she says.

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“You don’t have to have a lot of money, or use certain equipment, or be a particular age. It is for anyone.”

“It’s really about building that solid platform of learning through the key competencies and dispositions.”

Clive School in Hawke’s Bay has made the shift towards a maker movement.

Associate principal Sherryl Scott says makerspaces have allowed children to learn through their own experiences.

“They learn through their own interests in a fun and creative way.”

Teachers have found that children are more independent, adaptive and innovative.

“Their oral language skills are more developed, and they are more settled in their learning. The children are also more open to learning.”

Allaying teachers’ fears Weichler says for teachers who did not have a background in technology, using makerspaces in a classroom could be scary.

“They can be worried that they’re going to make mistakes. But actually, it’s okay to say you don’t know something and to research and experiment together.”

Any school, or community, could create a place for the maker movement, she says.

“You don’t have to have a lot of money, or use certain equipment, or be a particular age.

It is for anyone.”

While schools might get caught up on “big flashy equipment,” makerspaces could be filled with as something as simple as cardboard.

Other simple tools and equipment could include scissors, tape, and screwdrivers.

“My favourite thing is to take apart an old toy. What do we think is in there? Were we right? What can we do now? It is really that simple.”

Community involvement The school uses the local community to help inspire the maker movement with older students.

One group is building water sensors to sit under a cycleway bridge. If the river is in flood, the sensor will send an alert. Another group is creating rubbish bin sensors that will let contractors know when the bin needs to be emptied. The Ātea a Rangi star compass, in nearby Waitangi Regional Park, is the focus for another group creating a video game app.

Bryant says the maker movement changed the understanding of what learning is.

“For both children and the teachers, it’s about making mistakes.”

He says one aspect that stopped schools from trying makerspaces was the equipment.

“But it really does not need to be expensive.

Just collect parts. It’s the children’s imagination that really drives them.”

O’Leary says it could be hard for teachers wanting to start.

“My advice is to give it a go. Be kind to yourself and try again if things don’t work out the way you thought.”

Developing a maker mindset Even before the first school bell of the day rings, Clive School students are busy learning.

The maker mindset is part of its core philosophy, with students exploring and experimenting using different materials and methods.

The school hosts creative art spaces, a hut building area, and a ngahere area where pretend fires, cars and planes are conjured up.

Planks and ramps provide the learning tools to explore force and motion, while space stations and cities come to life in a block area.

Teacher Rob Bryant says the shift came during an inquiry into supporting boys’ literacy.

“We found that to get children really engaged in writing, it needed to be purposeful and meaningful. The maker mindset encourages that innovative mind.”

Earlier in the morning, teacher Anna O’Leary says, a group of boys were in the hut making area.

“On the fence they had a piece of writing that, to them, was the instructions on how to make their structure safe and stable. That’s exactly what they’d done too. They made a safe and stable structure using their ‘instructions’.”

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Digital technologies enhancing students’ educational experiences Ruby Harfield takes a look at some of the emerging technologies that are making their way into Kiwi classrooms.

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echnology has been used to enhance many aspects of modern life including education with schools around the country using state-of-the-art equipment to help with learning.

Digital technology was recognised as part of the technology learning area in The New Zealand Curriculum in 2018 and by 2020 all schools will be expected to be using it in a way that helps students thrive in a new era of education.

However, University of Auckland senior lecturer in technology education and chair of Technology Education New Zealand council Kerry Lee says there is still some misunderstanding about how this needs to be done.

Digital technology is confused with e-learning, teaching students how to use a programme or computer, but under the curriculum requirements students will use technology to become innovative creators rather than consumers, she says.

This can be done in a number of ways and there are many technologies that are increasingly Students at Remarkables Primary School with a sphero they programmed to complete a time trial maze with challenges. Photo/Supplied. being used by schools including coding, artificial intelligence, augmented/virtual/mixed reality and concerns surrounding AI as it develops more CAD modeling and 3D printing. human-like capacity, its use in education has Remarkables Primary School has been using been growing significantly. some of these with the help of its tech/STEM “The danger of AI is that computer intelligence specialist Sarah Washbrooke, who says digital might become smarter than human intelligence, technology improves many aspects of education. but AI can also be IA – intelligence augmentation “Student engagement in their own learning – where students can harness the immense is very high when using these kinds of tools power of AI to further social justice and attain the and can easily provide a ‘hook’ to encourage UN Sustainable Development Goals.” students to write or can help them to transfer and use skills and knowledge from all other Augmented/virtual/mixed reality curriculum strands.

Augmented reality is an interactive “Digital technology helps students to experience of a real-world also develop strategies in resilience environment where objects and learning that ‘failure’ is good are enhanced by computer– we can grow and learn from generated information; virtual problems and mistakes made.”

“Student reality is a completely simulated experience; and Coding engagement in their mixed reality (MR) is a Coding has become a own learning is very merging of real and virtual popular way of learning Computational thinking through Ozobot programming at environments and objects. high when using these with students using many Remarkables Primary School. Photo/Supplied.

They all enhance different programming kinds of tools.” students’ ability to create software tools to solve real and problem-solve, with life problems. Students can apps being used to stimulate also use coding to programme reading and understanding of robots. It allows students to use how things work. algorithms, patterns, coordinates, Frielick says a key characteristic of geometry, logical thinking and problem MR is its interactivity, which has significant solving. potential for learning and assessment; learners University of Auckland professional teaching can construct new understanding based on fellow, Tyne Crow, who is researching aspects of experiences with virtual objects that bring the digital technologies curriculum, says people underlying data to life. have been quite dismissive of coding because they associate it as a vocational skill.

CAD modelling and 3D printing “However, the key thing is that it is about Remarkables Primary School has been using learning about the principles upon which all this technology to create local landmark design, digital technologies have been built and upon 3D-printed glow-in-the-dark sea creatures which future innovations will be built upon.” for a festival, USB design and a sustainability Artificial intelligence project in which students are re-purposing items normally thrown away.

Artificial intelligence (AI) uses computer systems CAD modelling and 3D printing allows for to accomplish tasks and activities that have students to get a greater understanding of historically relied on human cognition. geometry, measurement, scale, ration, size, Auckland University of Technology senior Remarkables Primary School making games controllers through Scratch programmes. Photo/Supplied. material properties and social sciences. lecturer Stanley Frielick says despite ethical

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“All of our whānau love seeing and connecting with the growth of their child in real time.”

Real-time reporting a game-changer for schools

Technology has enabled parents, teachers and students to keep up to date with a child’s progress and development as soon as it happens rather than waiting for twice-yearly reports and parent-teacher interviews. Ruby Harfield finds out more.

D

igital tools are changing the way teachers report to parents on their children’s progress with an increasing number of schools investing in new technology.

Schools are using apps such as Seesaw to enhance student learning and connections between home and school.

Te Puke Primary School trialled Seesaw at the end of 2016 with positive results.

Principal Shane Cunliffe says 95 per cent of families are now connected with the school through Seesaw and it has strengthened the link between families, students and teachers.

“Real-time learning, evidencing and feedback enables each learning partner to actively contribute to the growth of each child when it matters – now, not yesterday, last week, last month or last term.”

Having a learning portfolio through Seesaw has enabled students to develop self-efficacy and confidence in their learning due to the feedback they receive in real time, he says.

“I firmly believe that learning analytics will change the learning pathways and personalise learning for every child across the world and connect the learning partners that can influence the growth and progress of each child.”

It hasn’t replaced written reports and it has been combined with these and other learning evaluation

methods to show each child’s progress, he says.

“All of our whānau love seeing and connecting with the growth of their child in real time. It also gives our whānau and their children a context to unpack when they get home each day, celebrating and reflecting what has been shared.”

While it has been ultimately successful, there have been a few teething issues that the school has tried to remedy.

“It has taken time to authentically build this into our learning culture so that it is part of what we do and streamlines the process of learning, assessing, reflecting and improving.

“With that comes significant learning around coherence, consistency and a commitment of all to build the capacity of akonga, kaiako and whānau as effective learning partners.”

Integral part of learning Talk frames, scaffolds and protocols have needed to be developed to ensure that Seesaw is a deliberate and intentional part of the learning at Te Puke Primary School.

It has also added a significant amount to each teacher’s workload due to the need to approve posts, comment, respond and provide feedback.

Invercargill mother of two Kelly Allwood says her children’s school, Invercargill Middle School, uses

Seesaw to share students’ work which, in addition to other reporting methods, has deepened her connection with the school “The teachers are really good at giving me updates in person about where the children are sitting with learning or what areas they want to push them more in.

“Along with seeing work shared on Seesaw and going and looking at their work in class (I’m lucky enough to have time to do this), this lets me see and understand where they are at with their development and progress.”

Parent’s feedback Zara Murphy, whose two children attend Rotorua’s Westbrook School, says real-time reporting through Seesaw, Skool Loop and Facebook has been useful but has some drawbacks.

“I like the updates from class activities but don’t like the reliance on the apps to share notes and letters.

“I still much prefer paper copy; I miss receiving their reports home. It can make it harder to share things with family/whānau.”

The best way to share a child’s progress at school would be a mixture of real-time, day-to-day sharing and paper copies sent home, she says.

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24/7 education:

BYOD means learning doesn’t have to stop at bell-time Anna Clements looks at how Bring Your Own Device (BYOD) schemes are changing the way teachers teach and learners learn.

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ome-time was when school finished with the three o’clock bell. In today’s world of digital connectivity, class can continue well beyond the school gates. This is the age of the BYOD – bring your own device – a programme that has been introduced to the majority of schools throughout Aotearoa New Zealand during the past few years.

While schools cannot legally require students to bring their own digital device to school, the reality is that many do. Some openly flout the law, such as the country’s biggest school, Rangitoto College, which states on its website: “Students at all levels are required to bring a device to school to support their learning”.

Other schools fudge the wording when communicating with parents, using phrases such as: “Students are encouraged to bring an iPad or Chromebook” or “We expect students to have access to a suitable digital device”. Either way, the message is clear.

Widening the gap?

“Getting buy-in from parents and being clear about the use of devices is crucial.”

In addition to the expense of buying the device, estimated at an average of $500 per student, there are costs associated with loss, theft and damage which are not easily recovered through insurance policies.

Some teachers worry that this is widening the gap between the “haves” and the “have nots”.

“It’s not just the cost of the device; what if it gets broken, stolen or damaged? And, of course, the student needs to be able to access WiFi at home,” says Melanie*, a secondary school teacher in Dunedin.

At Te Akau Ki Papamoa Primary School in Tauranga, management addresses the equity issue by providing all students with their own iPads, a setup introduced under the leadership of Bruce Jepsen.

In this way, students are all on a level footing in the classroom at no additional expense to their family.

Jepsen is a huge advocate of digital learning, saying that the moderate learner has a far greater engagement and access to the curriculum through the use of technologies.

“We understood this when we started the programme, but we didn’t expect that we’d have double the output of physical writing with a pen than pre 1:1 digital or that the quality of the writing would be double.”

In Jepsen’s 12 years at the school, achievement levels have rocketed and today 90 per cent of the children perform at or above expectation.

Parental buy-in crucial Dan*, a primary teacher in Wellington, is equally enthusiastic.

“Our year 3–6s can bring a Chromebook or iPad and we have no issues at all. Engagement and achievement has improved, it’s all working amazingly well. We also have devices for those students

who don’t bring their own.

We started by introducing the programme to parents at an open morning and they were amazed by what their kids were doing.

“Getting buy-in from parents and being clear about the use of devices is crucial. It is also part of our annual and strategic plans – being confident, connected, digital citizens, which is in The New Zealand Curriculum.”

For parents, the big worry after cost is the amount of time their children are spending on screens.

“There are three main challenges with BYOD: distraction and inappropriate content exposure, displacement of other activities, and the differences between using a device compared to analogue for some types of learning,” says Julie Cullen, founder of New Zealand website, Sensible Screen Use. “Solutions are very age-dependent. To deal with distraction, be aware that firewalls can’t block all inappropriate content and it’s hard to monitor what large numbers of children are doing. Some schools approach this by allowing only small groups in a class to be on a device at any one time and positioning screens to the teacher or main class area, and using devices for collaborative work only.

“Some primary schools with BYOD policies have discontinued homework on devices because of issues with students using school devices for noneducational purposes at home.

“When using devices displaces other activities, again some schools use the strategy whereby only small groups ‘rotate’ to doing an activity on devices

for a period of a class. Some schools have policies where break periods are device-free and outdoor play is encouraged, which may be protective for vision issues related to high screen use, as well as encouraging socialisation and physical activity.”

Digital vs analogue learning Regarding differences in digital versus analogue learning, Cullen, a paediatric physiotherapist, says the best approach will depend on the task.

“If you look at reading as one example, once children are fluent readers, teaching them which method of reading is best for different tasks is important. For example, if they’re scanning through research to find out information about a topic – that’s probably best online, whereas if they are trying to read complex information, they might remember more and understand more if reading from paper.”

Whichever way you look at it, internet-connectivity is now interwoven with education. It is considered fundamental to education, opening doorways to a wealth of information, knowledge and resources.

According to the international Internet Society, a global organisation represented in 133 regions, access to the internet can help to rectify inequalities in education.

“Education is both a basic human right and a core element of sustainable development. It is the theme of the United Nations’ fourth Sustainable Development Goal, which seeks to ‘ensure inclusive and equitable quality education and promote lifelong learning opportunities for all’.” *Names have been changed

Thursday, 19 September 2019 | 15

educationcentral.co.nz/category/futurefocus

Modern learning environments

– is the jury still out?

Anna Clements takes stock of the debate around modern learning environments.

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ow are our children getting on in modern learning environments (MLEs)? Is the supersleek architecture supporting or frustrating their learning?

There seem to be two camps amongst parents and teachers: those who love MLEs and those who loathe them. At first glance, MLEs – or ILEs (innovative learning environments) as they are also known – are very appealing: they’re big, light-filled spaces fitted with state-of-the-art equipment and designer furnishings. They look and feel great, especially when compared with the row of dingy classrooms they replaced.

And the way MLEs are run, with two or three teachers at the helm, also appeals to many. Teachers who felt isolated in the traditional ‘single-cell’ classroom say they feel energised and supported through the collaborative model, and parents like the transparency of the classroom set-up, a sense of safety in numbers.

They also like the fact that if their child does not ‘gel’ with one teacher, there is a second or third option.

But others remain staunch in their disapproval of the MLE. Noise levels are a big concern; also the difficulty of keeping students on task in a big, busy space.

“Most schools “The noise and mess does my head in,” with ILEs try to says Janine*, a primary teacher in West Auckland. maximise the benefits “I am utterly exhausted at the end of of having multiple every day, and find I need a lot more solitude after work than I used to [since teachers while minimising moving to an MLE]. By the end of the the potential downsides, week I am absolutely shattered, just like my students.” such as children For parents, the oft-repeated concern is getting ‘lost’.” that their child is “lost” or “overlooked” in a big group setting. Some schools group as many as 90 students in one MLE, a situation that can be overwhelming even for very focused students, never mind those with learning disorders.

Maximise benefits, minimise downsides Mark Osborne, international advisor on learning environments based at the University of Melbourne, says no child should ever “fly below the radar” in a classroom.

“Most schools with ILEs try to maximise the benefits of having multiple teachers while minimising the potential downsides, such as children getting ‘lost’.

“A common approach is to maintain a home/ whānau group teacher, who is primarily responsible of one group of children, acting as point of contact for the family as a traditional homeroom teacher might.

However, those students also work with other teachers in diverse groupings throughout the day.”

Osborne says that the ILE can in fact be a better option than the traditional classroom for learners who struggle to cope with high levels of stimulation.

“Most ILEs have breakout spaces where students are able to work quietly away from the hubbub of the classroom. In a well-designed environment, these breakout spaces are not separate from the main environment, rather they employ sliding glass doors to maintain connection with the group but also offer acoustic separation and a ‘low-stimulus zone’.

Despite this, staff at Autism New Zealand say that during the past two years there’s been a surge in calls from parents worried about their child managing in supersized classrooms.

“The MLE can be great or it can be a huge challenge, it is dependent on the teacher,” says national educator Tanya Blakey.

“They need to understand that the child is not naughty but that they are struggling in an environment that is overwhelming. They need to build a relationship with the child, gain their trust and help them succeed.

“We find that schools are very responsive; in fact, teachers are crying out for support. It’s a lonely place to be when you don’t understand a child’s behaviour, but there are some really easy ways to engage students with additional needs.

“Often all they need is a desk with a barrier, access to earmuffs, or expectations written down so they don’t have to try to remember everything. The great thing is that these strategies work for all kids, not just those with autism.”

Teaching quality critical Osborne agrees that the quality of teaching is the critical factor.

“Schools have to invest in people as well as buildings.

Professional learning around the different approaches to co-teaching, developing an effective team culture and building the team’s ability to use the different learning zones are all crucial.”

He says a common misconception is that an openconcept (or closed) is better, while it is actually the flexibility of the space that matters most.

“The key thing is to create zones where a whole group might gather together, then to reconfigure into a range of smaller spaces where smaller group or individual activities might take place.”

Osborne’s advice for parents worried about their child’s transition to an ILE is to talk to the teacher.

“Parents can help schools communicate effectively with them by letting them know the questions they have.

Schools need the support of their parents to be effective, and the best way for parents to show that support is to engage in a positive dialogue seeking the best outcomes for the most important people in the whole process: the children.” *Name has been changed

16 | Thursday, 19 September 2019

educationcentral.co.nz/category/futurefocus

Kiwi students going to infinity and beyond Rocket technology is finding its way into New Zealand schools, discovers Jody Hopkinson.

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ew Zealand schools are doing Elton John proud, bringing rocket technology into our classrooms at the speed of a 3D printer.

Part of the push to enable schools to extend their students in this area comes from New Zealand’s own rocket man Peter Beck, CEO and founder of Rocket Lab. Rocket Lab, a small but world-leading satellite launch service headquartered in Los Angeles, with operations and a launch site in Gisborne, has partnered with Skills Bright Sparks (formerly known as the Bright Sparks competition), to identify the next wave of science, tech, and engineering experts.

Beck says the partnership is a great way for Rocket Lab to help encourage the next generation of New Zealanders to consider careers in space exploration and innovation.

“I’ve been fascinated with space ever since I was a kid, but when I was at school, I was told to be ‘realistic’ and bring my ideas back down to Earth,” he says.

“I’m grateful I had the encouragement to ignore that advice and follow my dreams instead, and I want to support our next generation to do the same by opening up access to space for everyone – including passionate and innovative kids across the country.”

As well as providing members of the Rocket Lab team as judges for Skills Bright Sparks, Beck will also give the winning students a personal tour of Rocket Lab’s rocket factory and Mission Control – as well as the chance to watch a ‘hotfire’ test of its Rutherford rocket engines.

Developing STEM solutions Rocket technology and science, technology, engineering and mathematics [STEM] is not always about what we perceive as modern technology, like virtual reality and 3D printing, says Nick Pattison, head of tech at Ormiston Junior College in Flatbush.

“STEM learning is about harnessing technology to create solutions that make the world a better place,” says Pattison.

“This involves 21st-century skills, which should focus on teaching students to empathise and show humanity towards others and understand the implications and effects of their actions and the systems we develop.

“It’s about being curious and about asking questions; looking for answers and for solutions.”

Pattison’s students have created some incredible projects, he says.

“They’ve recently developed an AI [artificial intelligence] project and, using a camera and machine learning, trained a server to differentiate between fish. We worked with a Hawaiian school so now, with the app we’ve developed, you can take a picture of a fish and it can identify it.”

The school has partnered with Engineering New Zealand to co-design a rocket league to teach students about rocketry and STEM concepts. The school has also worked with Fonterra.

“We’ve partnered with NZ Product Accelerator and Fonterra to develop a solution to plastic waste by turning Fonterra’s waste streams into 3D printing filament,” says Pattison.

“And at the end of the year, a group of our students are going to Tonga to develop low-cost, robust heart rate monitors by redesigning the chip so the clip is all in one piece and they can be 3D printed out of recycled plastic. And it will have a smaller optical/light sensor. We’re working on this with the Auckland University of Physics and NZ Product Accelerator as part of an accelerator programme,” he says.

“And we are currently partnering on developing a stem project platform for community issues and how to apply design thinking through a matauranga Māori perspective to empower Kiwi students.”

21st-century skills Pattison says there are two tenets to teaching tech.

“Number one, we need to expose them to technologies they will face and use in employment; and two, what we call STEM is more about collaboration and problem solving. We call these soft skills, and they learn these soft skills by working on projects.

“I’m just back from a conference with my students and they have been talking about how while they were there building a bridge or a newspaper tower, more than the practical elements, they were learning how to problem solve and how to make joint decisions.

They’re learning 21st-century skills.”

Pattison says working with the students on STEM is “super inspiring”.

“The focus of my teaching is on building relationships, and that’s what learning future skills is all about.”

“STEM learning is about harnessing technology to create solutions that make the world a better place.”