Education Technology Solutions Issue 82

FOR PRINCIPALS | EDUCATORS | NETWORK ADMINISTRATORS

ISSUE 82

How Aussie Teachers Are Using

TO INSPIRE EDUCATION

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CONTENTS ISSUE 82

26

44

22 REGULARS

FEATURES

6 FROM THE EDITOR

26 COVER STORY

8 CYBER CHAT 10 CALENDAR OF EVENTS

52

Keiren Nolan, a teacher at Wooranna Park Primary School in Victoria, is enabling his students to explore cryptocurrency from a young age and his students have developed a school currency known as Wooranacoin. In this issue’s cover story, Keiren takes readers through 10 points they might want to consider if they are interested in exploring the possibilities of Bitcoin in their primary school classroom.

18 THE DILEMMA OF THE LONE INNOVATOR AND ORGANISATIONWIDE TECHNOLOGICAL CHANGE Peter West, Director of eLearning at Saint Stephen’s College in Australia, looks at the role and responsibilities of the organisation in implementing technological change across a school.

52 WHAT OPEN EDUCATIONAL RESOURCES LOOK LIKE Elizabeth Cook, an Educational Designer at the University of Southern Queensland, looks at the six key principals that go into creating a successful e-learning experience.

64 LEADING ACADEMIC INNOVATION THROUGH TECHNOLOGY Professor Jonathan Powles, Pro Vice-Chancellor, Academic Innovation at the University of New England, explains his controversial position that technology and

4 | EDUCATION TECHNOLOGY SOLUTIONS

learning are inseparable and always have been, and by understanding and embracing this connection by driving change in our technologies, we can shape pedagogical behaviour and lead academic innovation in our institutions.

14 INTERACTIVE LEARNING Mal Lee and Roger Broadie look at the impact of the unintended on the digital education of the world’s young from 1993 to 2016.

22 PLUGGED IN Leading ANZ education advisor Sue Beveridge looks at the issue of technology overload, and why too much tech can actually make teachers’ lives harder.

south of Brisbane, explains how and why he created a Digital Hub for learning.

48 PROFESSIONAL DEVELOPMENT Samantha Vardanega looks at some the lessons we can take from the most recent research in order to reduce the risk of a poor technology professional development experience.

56 TEACHING TOOLS Why is teacher wellbeing an essential benefit of Flipped Learning?

60 GET CONNECTED We take a quick look at what to expect from education tech in the classroom this year.

36 OFFICE SPACE As industries are disrupted by the digital world, what might the future of education look like?

40 NEXT STEP Shelly Kinash shares the research findings from three different studies into student-consumer decision making around which university they will attend with a view to helping education institutions better understand how they need to be interacting with students.

44 LET’S TALK SOFTWARE James Jenkins, Director of Digital Pedagogy at Canterbury College, an independent school located

educationtechnologysolutions.com.au

Education is changing and Edval is changing too!

New Look

Sydney:

02 8203 5455

Melbourne: 03 9020 3455 Adelaide:

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FROM THE EDITOR it offline on your favourite device or computer but, and

www.educationtechnologysolutions.com.au

here is the thing, it will now cost you roughly one third

EDITORIAL

of the price of the print magazine. That is right – less

EDITOR John Bigelow EMAIL john@interactivemediasolutions.com.au SUBEDITORS Helen Sist, Ged McMahon

than half what was already an extremely well-priced resource. Furthermore, you will have access to the

CONTRIBUTORS

back catalogue of issues everywhere you go. Of equal

Jane Hunter, Gaya Pillai, Peter West, Emily Rozanc, Sue Rozanc, Brett Salakas, Adrian Stagg, Mei Lin Low, Mal Lee, Roger Broadie, James Jenkins, Shelly Kinash, Sue Bevridge, Samantha Vardanega, Jonathan Powles, Steve Griffiths

importance, it means less paper, less waste and less

ADVERTISING

Keith Rozairo PHONE 1300 300 552 EMAIL keith@interactivemediasolutions.com.au

DESIGN AND PRODUCTION

Jonathan Rudolph PHONE 1300 300 552 EMAIL graphics@interactivemediasolutions.com.au

MARKETING AND SUBSCRIPTIONS

in the way of chemicals used in the printing process and fossil fuels to distribute the magazine, resulting in a dramatically lowered environmental footprint.

John Bigelow Editor

While customer feedback and environmental considerations formed a significant part of our decision to take the plunge and go digital, we were also very

A

s the leading education technology

mindful of the original mission of the magazine,

magazine in Australia, we preach a lot

which was to get quality professional development

about the need to be at the forefront of

information around the use of technology in schools

technology. Therefore, it is only fitting

into the hands of as many working educators as

PHONE 1300 300 552 EMAIL admin@interactivemediasolutions.com.au

that we actually practise as we preach, even if it is

possible, with a view to improving learning outcomes

$57 AUD per annum inside Australia

really scary to do so. To that end, we have recently

for students. This mission was a large part of why our

ACCOUNTS

made some significant changes to the magazine.

subscription prices have not changed in almost 20

PHONE 1300 300 552 EMAIL accounts@interactivemediasolutions.com.au

PUBLISHER

ABN 56 606 919463

As most, if not all, of you are no doubt aware, we

years. Our subscription costs only ever covered the

have been producing a digital version of Education

cost of print and distribution. Now, we can bring that

Technology Solutions since 2010. It is with great

down even further to ensure that everyone can access

excitement that we have noted the steadily growing

Education Technology Solutions. At just $18.90 for the

number of digital subscribers over the last few years.

year, that equates to a little over three dollars an issue.

Following Edutech last year, for the first time since

You cannot even get a coffee for that!

launching the digital version of the magazine, we

If you have subscribed or renewed your

Level 1, 34 Joseph St, Blackburn, Victoria 3130 PHONE 1300 300 552 EMAIL enquiries@interactivemediasolutions.com.au WEBSITE www.educationtechnologysolutions.com.au

finally reached the point where we have more digital

subscription to the print version of the magazine within

subscribers than print readers. This led us to an

the last two issues, your subscription will be extended

interesting juncture. Many of you have been quizzing

to a two-year digital subscription as of this issue, at no

DISCLAIMER

us for years as to why we still produce a print version

extra charge.

The publisher takes due care in the preparation of this magazine and takes all reasonable precautions and makes all reasonable effort to ensure the accuracy of material contained in this publication, but is not liable for any mistake, misprint or omission. The publisher does not assume any responsibility or liability for any loss or damage which may result from any inaccuracy or omission in this publication, or from the use of information contained herein. The publisher makes no warranty, express or implied with respect to any of the material contained herein.

The contents of this magazine may not be reproduced in ANY form in whole OR in part without WRITTEN permission from the publisher. Reproduction includes copying, photocopying, translation or reduced to any electronic medium or machine-readable form.

WRITTEN CORRESPONDENCE TO:

 Level 1, 34 Joseph St, Blackburn, Victoria 3130  1300 300 552  enquiries@interactivemediasolutions.com.au

of the magazine. Our response was always that we

please visit www.educationtechnologysolutions.com.au

to as many educators as possible. However, as the

and click on the subscribe link at the top of the page.

number of smart devices, tablets, chrome books,

For those of you who have been trying to renew from

laptops, iPads and the like have grown, we have seen a

the website recently, I offer sincere apologies for any

significant shift in the way readers are interacting with

technical difficulties you may have experienced while

the magazine.

we were ironing out the new system, but all is now

Given that we have come from a traditional print publishing background, the idea of abandoning the

working as it should.

I would welcome your feedback as we continue to

very model that had seen us establish a position

develop and improve our magazine in its digital format.

as the leading resource for all things education

If you have specific ideas about things you would like

technology seemed downright terrifying. However,

to see more of in the magazine, please do not hesitate

we acknowledge that we need to move with the times

to let us know. I would also encourage you to become

and the wishes of our readers. The shift we have seen

part of our regular digital e-newsletter if you have not

in the data showing us how people interact with the

already. It is full of great articles and information and is

magazine, combined with the feedback from readers

a great addition to the magazine.

and a desire for us to become more sustainable, has

6 | EDUCATION TECHNOLOGY SOLUTIONS

If you are due to renew your subscription, then

wanted the magazine to be as accessible as possible

For the better part of two decades, Education

led us to make the decision that Education Technology

Technology Solutions has been at the forefront of

Solutions, from this issue forwards, will continue in

technological innovation in schools and we look

its digital format. So, what does this mean for you the

forward to working with our readers for many years to

reader? Honestly, not much. You will still have the same

come to ensure that they have the tools and information

six issues per year. You will still have all the same great

necessary to help students achieve the most from

articles from the best minds in education tech. You will

technology in the classroom. To exciting times ahead.

be able to download the magazine so that you can read

We look forward to seeing you at Edutech in June. n

educationtechnologysolutions.com.au

What do World-Class Educators

do differently?

Consider taking a globally recognised, master class in active learning

• So you’ve done GAFE? - Now what?

• Are you making the most of your device investment?

• Do you want to increase your teaching and learning with digital technologies?

• Would you like to progress through the SAMR model?

• What skills do you need to take your instruction to the next level?

The International Flipped Learning 3.0 Training and Certification Workshop is a new, active learning certification program developed by a global team of education researchers and educators. The course and certification development was led by Jon Bergmann, one of the pioneers of Flipped Learning and is localised Dr Patricia Cross by master teachers in Australia and New The Flipped Classroom movement is sweeping the world as growing numbers of Zealand. educators are switching to active learning.

Active learning has emerged as the foundation of all good instruction and Flipped Learning is the simplest path to active learning.

“Active learning is the grand meta-principle”,

Workshop Attendees will learn: • • • • • • • •

How to turn your classroom into an dynamic and riveting active learning space Why Active learning encourages student engagement, deeper learning, retention How to use Flipped Learning to simplify the transition to active learning How to make the best use of your face-to-face time with students How to get more class-time for hands on activities The best global practices in Flipped and Active learning How to take flipped Learning and active learning to the next level What world class educators do differently

Structure of the Training Prior to the workshops you will be given access to 10 units of online learning developed and presented by Jon Bergmann.

Costs Cost includes access to the Flipped Learning online training course (10 hours of online training) for 60 days (pre and post workshop), two days of face-to-face hands-on training, morning tea, lunch, access to resources created and presented at the workshop and a certificate of attendance.

Register online at • AU $519.00 per person www.iwb.net.au/FLworkshops • Group 2+ AU $499.00 per person

Register

Note: the workshop is BYOD so please bring along a device to use throughout the two days that can connect to the venue WiFi.

Brought to you by FLGI and IWBNet

A confirmation email will be sent to you with all required instructions.

 | CYBER CHAT

The Power of a Podcast

BY BRETT SALAKIS

P

odcasts are by no

Both teachers and parents would

Imagine a series of short podcast

the quality of the learning that is

means the newest trend

generally agree that while technology

episodes where students evaluate

taking place for students. That said,

in education technology

has provided instant access to immense

different components of a topic, or

the more they focus on their notes

but, combined with

amounts of human knowledge, it

critically review a piece of literature.

and getting things accurate the more

traditional pedagogies, using a digital

has become increasingly difficult for

Having students articulate what they

they learn and are likely to remember

tool like a podcast enables students to

students to find credible sources of

have learnt about a topic and then

develop what some educators consider

information and harder for them to

reflect on that creates opportunities for

• Vary the task. Set up tasks where

one of the most underdeveloped skills in

process ‘Google-able facts’ into deep,

students to develop their critical literacy

students podcast in different

the modern era – research skills.

rich reports that go beyond surface-

and learn their topic in an effective yet

formats. Instead of simply delivering

level learning.

very personal way.

one person reading a written speech,

How often do teachers assign a task like writing an information report,

If students can Google a series

Podcasts can be used to:

what they have learnt.

have students interview experts in

only to have students use Google (or

of facts in five minutes, is that a task

• replace written information reports

mock (or real) scenarios; perhaps

sometimes even Siri) and then at best

that is genuinely deepening students’

• allow students to take on other

have students combine for Q&A-

regurgitate the first website found or at

experiences as learners? Do students

characters and develop empathy by

style interviews while taking on

worst simply copy and paste it?

know how to evaluate sources? Do

seeing something through someone

alter egos. The interaction between

teachers provide tasks that force

else’s eyes

two people makes podcasts

In a world of fake news and questionable sources, students now

students to evaluate the research they

• interview experts

more than ever need to revive the dying

have collected? These are often the

• practise articulation and oral

art of research and critical evaluation.

types of arguments that those opposed

presentations without the stress of

live to the Internet or an enclosed

Librarians have been saying this for

to teaching with technology often use.

doing it in front of peers

intranet. Having an authentic

years. Being able to cast an evaluative

The truth is, however, that the Internet is

• evaluate texts and situations

audience where peers and parents,

eye over a piece of text is a skill that

part of everyone’s life and it is not going

• review and summarise.

for example, can access their work

will serve students well, not only during

anywhere. In fact, the Internet of Things

Teachers can even respond with direct

gives students an incentive to

their education; it is a crucial literacy

(IoT) is only going to become more

feedback by leaving comments or

produce quality products.

skill that they will employ well into their

invasive as time goes by.

create their own podcasts to highlight

adult years.

The solution is not to shun away

crucial content.

more interesting.

• Do not be afraid to post podcasts

Brett Salakas is the founder of

Accessibility of technology has

from technology, but to leverage it

seen, in many cases (not all), research

and maximise student learning. A

Tips for Podcasting Success

Ed-Chat on twitter) and a moderator of

tasks and report writing evolve from

powerful way to do this is through

• Keep it simple. Avoid high-tech

multiple twitter chats. He is a Primary

a long arduous task where students

podcasting. Once upon a time, a

expensive gadgets. Some apps and

School teacher/leader who, over the

pored over books to collect valuable

complex kit-out was needed to create

online tools make basic podcasting

past 18 years, has taught in South East

information which led to student

a quality podcast, but with the creation

seriously easy. The easier something

Asia and Australia in both public and

discovery to a fast-paced task where

of cloud-based podcasts, it is all too

is, the more likely people will use it.

independent schools. He is passionately

students Google enough facts to

easy for even young students to create

complete the work set by the teacher.

quality podcasts.

8 | EDUCATION TECHNOLOGY SOLUTIONS

#aussieED (the largest Australian

• To err is human. Leaving in a few coughs or ‘umms’ will not destroy

committed to turning educational theory into real classroom practice. n

educationtechnologysolutions.com.au

Simplifying Active Learning Worldwide Friday 14 and Saturday 15 September 2018 | Monash Uni, Melbourne

“Active learning is the grand meta-principle”, Dr Patricia Cross The Flipped Classroom movement is sweeping the world as growing numbers of educators are switching to active learning.

Active learning has emerged as the foundation of all good instruction and Flipped Learning is the simplest path to active learning.

In 2018 we will “Flip FlipCon” Prior to attending FlipCon delegates will have access to a 10 hour online training and certification course – Flipped Learning Certification Level 1. This will provide you with fantastic learning, ideas and practical advice before attending the faceto-face conference.

On day One of the conference delegates will delve deeply into practical, hands-on workshops we are calling Cohorts (The Individual Space).

In each Cohort you will work with a Flipped Learning certified trainer across a number of session times (4 hours in total) to create hands-on, practical resources to take back to school with you and use immediately.

On day Two you will select from sessions that will focus on the Group Space (The Extra Time in Class).

Some topics will include (subject to change): • Mastery • Active learning • New Flippers • Science/Maths

Keynote 1: Jon Bergmann

• English Art/Languages • Tech Tools • Individual Space work • In-flipping

Keynote 2: Peter Wagstaff

• Group Space work • Higher Ed • PBL • Assessment and Feedback

• Gamification • Inquiry learning • Research • Masterclass with Jon Bergmann

Keynote 3: Errol St.Clair Smith

Attending FlipCon Australia will contribute 10.25 hours (16.25 hours if you attend the Masterclass) of QTC Registered PD addressing 2.6.2; 3.3.2; 6.2.2 from the Australian Professional Standards for Teachers towards maintaining Proficient Teacher Accreditation in NSW.

If you would like to attend FlipCon NZ 2018 “across the ditch” on 7 & 8 September 2018 Find out more @ www.iwb.net.au/flipcon

PRESENTED BY:

Contact Us: flipconaus@iwb.net.au Register Now: flipconaus.com

 | EVENTS CALENDAR

EduTECH Australia 2018 7-8 June 2018 International Convention Centre, Sydney EduTECH is Australasia’s largest annual education technology conference and exhibition. In 2018, EduTECH will host a multitude of conferences and masterclasses attended by over

• Access the very best speakers from

ideas are shared, new learning

achievements with the delegates. The

Australia and around the world.

technologies are unveiled and

conference will be held at the Twin

collaborations form that will impact

Waters Resort, Sunshine Coast QLD on

classrooms everywhere. Claim your seat

Thursday 16, Friday 17 and Saturday 18

• Discuss, debate and take away

at the table among education’s most

August 2018.

implementable outcomes.

innovative change agents. You’ll have

• Share ideas, successes and challenges.

• This is a second-to-none networking opportunity.

• Tailor-make your own experience

more than 1,000 opportunities to create

Conference Overview

the learning path that works best for you

The conference is focused on school

and covers what’s important to you.

leaders and leading teachers striving to

8,000+ educators, as well as hosting

and choose from eight large

Immerse yourself in powerful ideas and

offer the highest quality programs in:

an official event dinner for 800 guests,

congresses, with multiple streams,

inspirational speakers, while connecting

• mentoring and coaching in a leading

250+ exhibitors and free seminars for

plus focused breakout sessions,

with innovative educators who share

exhibition visitors.

masterclasses and interactive

your passion for transformative learning.

exhibition seminars and displays

Save the date for ISTE 2018!

(not to mention hours of networking

For more information visit https://

functions).

conference.iste.org/2018/

EduTECH is the only event that brings together the entire education and training sector (primary, secondary, tertiary and workplace learning) plus libraries,

by meeting with suppliers in one

renowned speakers all under one roof.

place, at one time.

As a delegate, you can choose

leading digital school • digital technology and numeracy in a leading digital school • digital technology assisting students

• See what is on offer and save time

government, suppliers and world-

digital school • digital technology and literacy in a

with disabilities in a leading

Visit www.edutech.net.au for

2018 Leading a Digital School Conference

Developing the themes:

more information.

digital school.

16-18 August 2018

The conference is structured around

streams designed for your role,

Twin Waters Resort, Sunshine Coast

Four perspectives on leadership:

ensuring you get the most out of your

QLD

• mentoring and coaching • digital technology and literacy

from a wide variety of conference

ISTE 2018

Are you a digital leader in your

Furthermore, EduTECH works with

24-27 June 2018

school interested in all forms of

• digital technology and numeracy

industry to subsidise registration

Chicago, USA

digital leadership?

• digital technology, literacy

costs to make the conference an

Where Inspired Learning Begins

We are very interested in you presenting

affordable and accessible investment in

Unbelievable things happen at the ISTE

at our 2018 Leading a Digital School

your learning.

Conference & Expo. Groundbreaking

Conference to share your work and

professional development investment.

10 | EDUCATION TECHNOLOGY SOLUTIONS

and numeracy and students with disabilities.

Calling Presenters: If you would like to

educationtechnologysolutions.com.au

For classroom teachers ™

Friday 31 August 2018

| Melbourne Convention & Exhibition Centre

Literacy and numeracy are a main focus of the Gonski report The K-12 Digital Classroom Practice Conference will take it one step further by highlighting the very direct and contemporary link between digital technology and the teaching of literacy and numeracy.

The K-12 Digital Classroom Practice Conference is one of the parallel conferences being run under the National Education Summit banner.

The Education Show will be co-located at the venue and is the exhibition component of the event.

The conference theme is:

Teaching literacy | Teaching numeracy – with the support of digital technology This conference has selected as its keynote speaker and presenters a group of teachers highly skilled and experienced in using digital technology to support literacy and numeracy teaching programs.

The conference program offers skills based sessions, so come prepared to roll your sleeves up to learn new transferable skills that will lift your literacy and numeracy teaching to even greater heights.

The conference will be held in the Courtyard rooms at the MCEC on Friday 31 August 2018.

• Smart practical applications using digital technology • What tools are you going to use?

• Embedding Literacy and Numeracy knowledge with digital technology across the curriculum Keynote Speaker

Anthony Speranza will present: How does technology empower the modern learner?

Australian Professional Standards for Teachers For all States and Territories: This conference addresses the following Australian Professional Standards for Teachers.

2.6.2 – Information and communication technology (ICT) 3.3.2 – Use teaching strategies 6.2.2 – Engage in professional learning and improve practice 2.1.2 – Content and teaching strategies of the teaching area (ICT) 3.4.2 – Select and use resources 4.5.2 – Use ICT safely, responsibly and ethically 6.3.2 – Engage with colleagues and improve practice In addition:

Costs Your Registration Fee includes; arrival tea/ coffee, morning tea, lunch, access to the Education Show (co-located at the same venue), certificate of attendance, access to keynote address and access to the breakout sessions of your choice.

Early Bird (until 30 June 2018) AU $315.00 pp Standard (from 1 July 2018) AU $365.00 pp For more information about costs, program options and how to register go to: www.iwb.net.au/classroompractice

Attending the K-12 Digital Classroom Practice Conference will contribute 6 hours and 40 minutes of QTC Registered PD addressing 2.6.2; 3.3.2; 6.2.2 from the Australian Professional Standards for Teachers towards maintaining Proficient Teacher Accreditation in NSW.

 | EVENTS CALENDAR

conference. (If you have already completed the online course, please contact us for a special offer) On Day One of the conference delegates will delve deeply into practical, hands-on workshops we are calling Cohorts (The Individual Space).

In each Cohort you will work with a Flipped Learning certified trainer across a number of session times (four hours in total) to create handson, practical resources to take back to school with you and use immediately.

The Cohort sessions to choose from are: • Cohort 1: Masterclass for Leadership & Professional Developers, with Jon Bergmann • Cohort 2: First-year Flippers, with Aimee Shackleton • Cohort 3: Flipped Mastery in Maths and Science, with Steve Griffiths and Stephen Crapnell • Cohort 4: Flipping Humanities, with Ryan Gill • Cohort 5: Flipping the Primary Classroom, with Matt Burns • Cohort 6: Are you ready? Preparing our students for learning, with Kirsten Schliephake and Barbara Macfarlan • Cohort 7: But do I really need to know this?, with Sophie Karanicolas • Cohort 8: Gamification in the flipped classroom – Making mastery learning explicit and

The conference theme for this

• Grant Jones

Leading a Digital School Conference,

year’s conference is Teaching literacy

• Aaron Davis

please email to team@iwb.net.au for

| Teaching numeracy – with the

• Lisa Connell and Chris Drake

On Day Two you will select from

more information.

support of digital technology.

For more information visit www.iwb.net.

sessions that will focus on the Group

au/classroompractice

Space (The Extra Time in Class).

know more about presenting at the 2018

This conference has selected as

effective, with Pete Whiting

Some topics will include; Mastery,

its keynote speaker and presenters a

The K-12 Digital Classroom Practice Conference

group of teachers highly skilled and experienced in using digital technology

FlipCon Australia 2018

Science/Maths, English/Art/Language,

Friday 31 August 2018

to support literacy and numeracy

Monash College (Monash University),

Primary, Tech Tools, In-Flipping,

Melbourne Convention & Exhibition

teaching programs.

Collins Street Centre, Melbourne

Gamification, PBL, Inquiry Learning

14-15 September 2018.

with Jon Bergmann.

Centre

The conference program offers

Active Learning, New Flippers,

Where Inspired Learning Begins

skills-based sessions, so come

In 2018 we will “Flip FlipCon”

The Keynote speakers at this

The K-12 Digital Classroom Practice

prepared to roll your sleeves up to

Prior to attending FlipCon, delegates

conference will include:

Conference is one of the parallel

learn new transferable skills that will lift

will have access to a 10-hour online

• Jon Bergmann

conferences being run under the National

your literacy and numeracy teaching to

training and certification course –

• Peter Wagstaff

Education Summit banner.

even greater heights.

Flipped Learning Certification Level

• Errol St.Clair Smith

Sessions will be presented by:

1. This will provide you with fantastic

co-located at the venue and is the

• Anthony Speranza

learning, ideas and practical advice

For more information visit www.iwb.

exhibition component of the event.

• Aimee Shackleton

before attending the face-to-face

net.au/flipcon/au n

The Education Show will be

12 | EDUCATION TECHNOLOGY SOLUTIONS

educationtechnologysolutions.com.au

|

Twin Waters Resort

|

Sunshine Coast

“ride the crest of a wave” with educational digital technology for school leaders and teachers (K-12)

Mentor and coach staff at all levels as they strive to offer the highest quality programs in: • Teaching literacy supported by digital technology • Teaching numeracy supported by digital technology • Teaching students with disabilities supported by digital technology

Tightly focussed professional learning around real, current themes for schools

Expert Keynote Speakers

Keynote 1: Professor Kathryn Moyle Leading digital learning

Keynote 2: Dr Jon Callow

Keynote 3: Dan Haesler

Expanding our understanding of literacy using multimodal and digital texts

Leading change

Twin Waters Resort 8 minutes from Sunshine Coast Airport Accommodation from $159 per night

Spotlight Presenters

Eddie Woo

Christine Roberts-Yates

June Wall

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| INTERACTIVE LEARNING

THE IMPACT OF THE UNINTENDED ON THE DIGITAL EDUCATION OF THE WORLD’S YOUNG 1993–2016

BY MAL LEE AND ROGER BROADIE

14 | EDUCATION TECHNOLOGY SOLUTIONS

educationtechnologysolutions.com.au

The history of the digital education of

believed they were in total control and

the world’s young over the last 20-plus

did not need to change or address

years reveals the natural unintended

the megatrends.

and unplanned enhancement has been

the naturally evolving, is a new reality

the planned.

and a major variable that needs to be

The emergence of the digitally

better understood by all associated

connected family, the global adoption

with the education of the world’s

of the laissez-faire model of digital

young. While the focus here is on

education, the historic change in the

the megatrends, the digital revolution

nature of youth and youth education,

has impacted every facet of people’s

the very young’s embracement of

lives, fundamentally changing the way

touch screen technology, the global

all ages and organisations go about

move to 24/7/365 mobile learning and

their daily business. That now begins

the facility for the illiterate young to use

with the opening of apps and not the

the networked world were all a natural

newspaper. Not even schools can

consequence of the digital revolution.

escape that impact.

The same natural unintended

In examining the digital education

flow-on was evidenced throughout

provided worldwide in the period

society. None of the developments

1993–2016, in and outside the schools

were planned. All evolved naturally,

it was those that simultaneously

were unintended and cost

saw the megatrends, recognised the

governments nothing.

importance of going digital, and had

In contrast, all the planned, highly

the agency and the leadership that

resourced and tightly controlled efforts

succeeded in shaping the evolving

by governments and schools of the

megatrends to advantage. This was

world to enhance the young’s digital

evidenced in the digitally connected

education had miniscule impact (Lee &

families of the world, those exceptional

Broadie, in press). None of the hyped

schools that normalised the use

national ICT or digital technology plans,

of digital and the digital masters in

or the plethora of politically motivated

business (Westerman et al, 2014).

roll outs of the latest technology, or the

They recognised the importance of

billions spent on those initiatives, go

digital underpinning all, of identifying

close to matching the enhancement

and using the megatrends, of operating

brought by the unintended.

as self-regulating units and playing a

That said, the success of the

lead role in shaping the desired future

unintended was markedly aided by

(Katzenbach & Khan, 2009; Helbing,

astute individuals, singly, in families

2014; Kane et al, 2017; Lee & Broadie,

and organisations, who understood

2016).

how to shape the megatrends to

educationtechnologysolutions.com.au

The prevalence of the unintended,

far greater and far more effective than

Kane, in commenting upon the

advantage, and the shortcomings

2017 MIT Sloan study of digital

of the totally planned were amplified

transformation, observed, “The need

by governments and schools that

for transformation won’t abate, even

EDUCATION TECHNOLOGY SOLUTIONS | 15

| INTERACTIVE LEARNING

if you successfully transform. It involves ongoing scanning of the environment to recognise evolving trends, continual experimentation to determine how to effectively respond to those trends, and then propagating successful experiments across the company.”

Everyone understood the

THE ONLY WAY GOVERNMENTS AND SCHOOLS CAN EFFECTIVELY IMPACT THE DIGITAL EDUCATION OF CHILDREN IS TO RECOGNISE THE GLOBAL USE OF THE LAISSEZ-FAIRE MODEL AND WORK TO COMPLEMENT AND ENHANCE THAT MODEL.

imperative of continually identifying, building upon and shaping the evolving megatrends, the necessity of continually adapting operations and accommodating the unintended in planning, and the importance of simultaneously accommodating planned linear enhancement and unintended non-linear developments (Thorpe, 1998; Economist Intelligence Unit, 2015). Moreover, they appreciated that most operations, particularly in organisations like schools and businesses, do have to be carefully planned, managed and measured, but that there are a growing number related to the megatrends that do not and should not, and that it requires an astute leadership to get the balance right and to optimise the desired unintended benefits.

The businesses of the world particularly recognised the imperative of getting that balance right and the very real danger of disregarding or resisting the megatrends. All were very aware of what Solis (2014) referred to as Digital Darwinism, “…the phenomenon when technology and society evolve faster than an organization can adapt”.

Over the last 20-plus years, as detailed in the forthcoming book, Digitally Connected Family, most governments and schools did not see – or opt to see – the megatrends, placed limited importance on the digital operational mode, and saw no need to distribute their unilateral control of digital education or to lead the way in shaping a mode of schooling for an exponentially evolving digital and socially networked society. As far back as the early 1980s, Naisbitt (1984)

16 | EDUCATION TECHNOLOGY SOLUTIONS

educationtechnologysolutions.com.au

wrote in Megatrends of the need

adopted the laissez-faire model of

or research bid will be aware of the

lead in the digital education of the

for the likes of schools to look to,

digital education, using it unwittingly

mindset, the detail required and the

young, and indeed the wider family,

“…a network model of organisation

24/7/365, continually enhancing

underpinning idea that every outcome

having normalised the whole-of-

and communication, which has its

their capability. It is a new global

can and must be identified.

family use of digital technology for

roots in the natural, egalitarian and

norm that goes hand-in-hand with

spontaneous formation of groups of

the ubiquitous use of personal

that the school was a unique,

in press) and being part of the 3.4

like-minded people”.

mobile technology.

stand-alone, gated community

billion plus (ITU, 2016) connected

unaffected by the wider digital

people using digital every day.

Most chose instead to do what

The other new but now long-

There was also the assumption

at least a decade (Lee & Broadie,

they had done for aeons and provide

established norm is that children

and socially networked world. The

Critically, they have done it naturally,

what they believed was best for

from two to three years onwards

global impact of the unintended and

successfully, efficiently, at no cost to

the young, within the physical

will, for the rest of their lives, take

natural evolution has shattered that

government and without any grand

place called school, using a highly

charge of their own digital education,

convenient illusion.

plan. Schools and governments have

structured linear education where

learning how to use what they want

While mention has been

every aspect was meticulously

when they want (Chaubron, 2015). It

made in previous articles on the

planned and controlled. They

will, on the experience of the last 20-

natural evolution of the digitally

believed they could, with the help

plus years, be a highly individualised

connected family (Lee & Broadie,

Connected Family, governments and

of the experts, provide the desired

digital education, where each person

2017a), the laissez-faire model of

schools could play a significant role

digital education within the walls of

shapes the evolving technology

digital education (Lee & Broadie,

in enhancing the digital capability

the traditional hierarchical industrial

as desired.

2017b) and the pre-primary digital

of children and go some way to

normalisation (Lee & Broadie,

redressing the shortcomings of

and schools can effectively impact

2017c), it bears reflecting on another

the laissez-faire model, but it will

the digital revolution until today,

the digital education of children is

very recent unplanned development

require a major rethink on the part

they implicitly believed they could

to recognise the global use of the

that is already on trend to be another

of governments and their educators.

control, and if need be, resist the

laissez-faire model and work to

game changer. Largely unnoticed

They will need to acknowledge

global megatrends, and decide

complement and enhance that model.

in the developed world, all the main

the natural unintended evolution,

mail and messaging services have

recognise they can only ever shape the megatrends, acknowledge they

age organisation.

Tellingly, from the outset of

The only way governments

which aspects should be banned and

played little or no part in that natural unintended evolution.

As is argued in Digitally

The Implications

in the last couple of years taken

This was particularly evidenced

The implications that flow from the

advantage of the developments

are part of a networked society and

in their choice of ‘appropriate’

natural evolution and the unintended

in artificial intelligence, voice

appreciate that if schools continue

technologies, the banning of all

on the digital education of children

recognition and video compression

as stand-alone insular institutions,

others and their rejection of the

are profound and on trend to grow.

to provide a simple-to-operate, multi-

they will continue to be dealt out of

mobile revolution. In 2016, judging

As the exponential nature of Moore’s

modal communications facility. One

the play.

from the inordinate level of control

Law kicks in, so the unintended

can dictate a note with 95 percent

imposed externally and internally

impact of the digital revolution will

accuracy (Google, 2014), send a

on most teachers’ use of digital

accelerate and widen (Helbing,

text, audio or video with a couple of

admin@interactivemediasolutions.

technology (Lee & Broadie, in press),

2014).

clicks. All these facilities are available

com.au

prevented from disrupting teaching.

governments likely believed they

The implications for governments,

on a US$22 smartphone in Nairobi.

Overnight, the illiterate or semi-

For a full list of references, email

Mal Lee is a former director of schools, secondary college

had total control of the young’s

education authorities, schools and

digital education.

education researchers are particularly

illiterate young of India, China, Africa

principal, technology company

profound. Those who have worked

and the Americas found themselves

director and now author and

plus years ago. They were slow to,

in education, and particularly

able to use their verbal and visual

educational consultant. He has

or did not, understand that at least 80

educational administration and

intelligence to communicate with the

written extensively on the impact

percent of the young’s learning time

research, will be aware of the

networked world, using YouTube and

of technology and the evolution

annually was and is spent outside the

belief by those in government, the

the like, without having to use text or

of schooling.

school walls. While they unilaterally

bureaucracy and school leadership

the keyboard. They suddenly had, in

controlled the artificial world behind

that all operations must be planned,

a US$22 smartphone, an educational

experience helping schools get the

the school walls, they had long been

documented, reported upon,

tool that took them into a digital world

maximum impact on learning from

dealt out of the main game.

evaluated and quantified, with nothing

that would enhance their education,

technology. He is the Naace Lead for

left to chance. Allied was the premise

literacy and life chances – regardless

the 3rd Millennium Learning Award.

have long taken control of digital

that all change had to be linear in

of schools or government.

In his 30-plus years of working at the

education from near the beginning

nature and controlled. There was –

of the children’s life onwards

and is today – no place for natural

Conclusion

he has worked with a huge range

(Chaubron, 2015; Lee & Broadie,

evolution, unintended benefits or

Over the last 20-plus years, the

of leading schools, education

2017c). From the 1990s, all within

non-linear development. Those who

young and the digitally connected

organisations and policymakers in

digitally connected families naturally

have prepared a grant, innovation

families of the world have taken the

the UK and Europe. n

Ironically, they lost control 20-

Young people and their families

educationtechnologysolutions.com.au

Roger Broadie has wide

forefront of technology in education,

EDUCATION TECHNOLOGY SOLUTIONS | 17

| FEATURE

18 | EDUCATION TECHNOLOGY SOLUTIONS

educationtechnologysolutions.com.au

THE DILEMMA

OF THE

LONE INNOVATOR AND ORGANISATION-WIDE TECHNOLOGICAL CHANGE

BY PETER WEST

Innovators are the lifeblood of

needs to facilitate a core uniform

education. They take the available

vision and framework across the entire

technology and use it to drive

institute. The organisation should then

education forward. They are

‘flesh out’ this vision, providing support,

enthusiastic and forward thinking. They

a central framework and training for

should be celebrated and nurtured.

all staff. The alternative is scattered,

However, if they are all that an

ineffective and ad hoc change.

organisation is relying on to move ahead, the organisation is failing

Encourage and Support the

its students, staff, parents and the

Innovators and the Rest will Follow?

future. The organisation is abdicating

Some organisations use lone

responsibility in a key area, as it needs

innovators as their change paradigm.

to be responsible for providing a

They are hoping that one (or a few)

unifying vision for technology-enhanced

innovators will enthuse and encourage

and evolved learning. The organisation

others to follow.

Figure 1: A lone innovator (orange) is forging ahead. Other teachers (grey lines) follow, causing the organisation as a whole to move ahead. An unlikely scenario.

educationtechnologysolutions.com.au

EDUCATION TECHNOLOGY SOLUTIONS | 19

| FEATURE

Figure 2: An organisation at the start of the change process. The lone innovator (orange) is a little ahead of other teachers at using technology to enhance learning.

Yet the reality is that lone innovators tend to influence a few others; the teacher in the next classroom or in the same faculty area who looks at the change and decides to ‘give it a try’.

Figure 3: Those who follow the lone innovator ideally replicate the core principles of the change.

However, those who follow an innovator’s lead sometimes take some aspects of change, but disregard or modify other aspects of the change.

Thus, directions can diverge quite quickly.

Figure 4: In reality, implementation of the core principles may vary, causing approaches to diverge.

20 | EDUCATION TECHNOLOGY SOLUTIONS

educationtechnologysolutions.com.au

When in Doubt, do More?

Some organisations understand that one or two innovators are not enough to create rapid modernisation of education. The solution?

Get more innovators. Surely this will produce the required changes?

Figure 5: Multiple innovators, and the effect that is hoped for.

However, without a unifying vision, direction and goal, there may be a wide range of approaches.

Some may use different methods to achieve the same thing. (Note the different ways may all be good. However, there needs to be a consistent way to do the same core activity across the organisation to reduce confusion and cognitive load for students, staff and parents.) Some initiatives may even be counter to the direction anticipated by the organisation.

Figure 6: Multiple innovators choosing different goals and different ways to achieve the same result.

Teachers who then follow the innovators tend to interpret and implement the change incompletely, and may introduce variations, with the result shown in Figure 7.

Figure 7: Multiple innovators with multiple ‘followers’ producing divergent approaches.

educationtechnologysolutions.com.au

EDUCATION TECHNOLOGY SOLUTIONS | 21

| FEATURE

It is much more effective and efficient for the organisation to determine the end result that is needed, ensure all innovators are supported and agree on that goal, and then have all teachers using time productively to achieve these goals.

Figure 8: Multiple innovators with multiple ‘followers’ producing consistent results, with individuals moving forward at their own pace.

Organisation-wide Focus and the Death of Individuality?

the greatest bunch of individual stars

Some people think a structured,

dime.” – Babe Ruth.

in the world, but if they don’t play together, the club won’t be worth a

well thought out and implemented organisation-wide vision kills

It is 2018

individuality and creativity. This is

School students are children of

not correct.

the 21st century. All were born in

We need to stop thinking in

this century, yet are they all being

"ORGANISATION-WIDE APPROACHES ARE THE CORE, GUIDING VISION AND STRUCTURES THAT ARE NEEDED FOR CONSISTENCY AND EFFICIENCY; TEACHERS ARE FREE TO WORK OUTSIDE THIS CENTRAL PILLAR."

terms of absolutes, of black and

exposed to 21st century learning and

white with no room for grey, and of

teaching, or are some being forced

organisation-wide focus being mutually

to live through teaching and learning

produce organisation-wide change,

that they have become reinvigorated.

exclusive to individuality and creativity.

environments that are remnants of a

and eventually country-wide change.

Others are creating amazingly

Organisation-wide approaches are the

past that should be long gone?

core, guiding vision and structures

Administrators need to take

Resources and sufficient time

dynamic and innovative classrooms.

need to be provided for training and

Traditional academic results have also remained high.

that are needed for consistency and

responsibility to ensure that

professional development – and it needs

efficiency; teachers are free to work

education is leveraging the best

to be consistent and long-term. The

However, my school is not ‘there’

outside this central pillar.

that technology has to offer while

days when a 21st century education

yet. We have a long way to go. This is

retaining the best of the traditional

depends upon whether a student has

the biggest change in education in over

Team of Stars or Team of ‘Teamwork’ Players?

classroom. Administrators need to

the ‘right’ teacher should be long gone.

a hundred years. It is not going to be

The concept of core principles, vision

ensure that improvements occur

and structure is common in life. For

across entire schools, not just the

My school has been on the path of

of modernising education and how long

example, sports such as basketball

classrooms of the lone innovators.

school-wide change to technology-

will you take to ‘get there’?

and football have core rules and

If leaders do not choose to lead and

enhanced learning and blended

approaches. This does not prevent

provide clear direction, individuals

learning for over six years. It has been

Peter West is Director of eLearning

individuals from choosing their own

will find their own path. It is unlikely

a structured, consistent approach with

at Saint Stephen’s College in Australia.

path and showing their creativity

these individual paths will align

clear vision, goals and support from

He has over 15 years experience

and talent.

and they may even take people in

the top levels of administration – the

leading K12 schools in technology-

conflicting directions.

school board, principal and executive

enhanced education, particularly

Similarly, education needs

quick and easy.

provide solid leadership and then

It Takes Time

Where is your school on this path

strong teams while also

Administrators need to stop

team. Teachers have a large amount of

blended learning using online learning

supporting individuals.

leaning on innovators and need to

flexibility and support while still working

environments. He can be contacted at

start supporting and rewarding them,

within the central change paradigm.

pwest@ssc.qld.edu.au or at

and then leverage their good work to

Some experienced teachers have stated

www.blended-thinking.com n

“The way a team plays as a whole determines its success. You may have

22 | EDUCATION TECHNOLOGY SOLUTIONS

educationtechnologysolutions.com.au

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| PLUGGED IN

TECHNOLOGY OVERLOAD WHY TOO MUCH TECH CAN MAKE TEACHERS’ LIVES HARDER

BY SUE BEVERIDGE

22 | EDUCATION TECHNOLOGY SOLUTIONS

educationtechnologysolutions.com.au

Technology in the classroom has

Narrowing Down the Choices

come a long way. In the past 50

Rather than be dazzled by the plethora

years, technology has advanced from

of various technologies available

overhead projectors and handheld

for classrooms, it is time to get

calculators to smart screens and

back to basics; to make decisions

internet-connected devices, not to

pragmatically. When it comes to

mention a myriad of software now

classroom technology, the ultimate

available, all with the view of improving

outcome is increased learning.

participation and learning. In such a

By applying the learning lens to

short space of time, the advancements

technology, teachers can better

in education technology have been

determine the educational benefits of

truly astounding! So why has there

various technologies, choosing the

been so little impact on achievement?

ones which will best serve them in

This issue was raised at a recent roundtable discussion at SMART’s

the classroom.

These decisions do not always

Inspiring Greatness conference in

involve teachers, but rather IT

Sydney. The panellists agreed that

managers. Teachers should absolutely

while there are many factors at play,

have a say in what technology is used

one of the biggest issues is that

in their classrooms, with school IT

the pace of technological change is

managers providing support in terms

so fast, it is almost impossible for

of current research and technology

teachers to keep up – there is so

updates. It has also been suggested

much new technology available that

that students should be involved in

many teachers are suffering from

the process of choosing classroom

technology overload. The expectation

technologies, as understanding what

that a teacher might stay abreast of

technologies students are using in their

every technological advancement and

own lives enhances the significance of

to be constantly upskilled is simply too

their learning at school.

much to ask. Teachers cannot know

educationtechnologysolutions.com.au

everything about every technological

Professional Development

innovation. And that should not

In the same way a teenager would not

be expected.

be expected to get in a car and drive

EDUCATION TECHNOLOGY SOLUTIONS | 23

| PLUGGED IN

without first taking lessons, teachers

right through to quality professional

should not be expected to instinctively

development. There have been 50

know how to best utilise classroom

years of technological advancements

technology. There are probably dozens

with very little impact on learning

of functions on smartphones that

outcomes – but if the focus is shifted

most people do not even know exist

away from the technology itself and

– and classroom tech is no different.

teachers instead start looking more

Without being adequately trained, the

holistically at how it is being used

best technology in the world will not

for learning in the classroom, they

improve learning if it is not being used

will see significant improvement in

to its full potential.

learning outcomes.

One of the easiest ways to start

Where schools have taken up this

“ONE OF THE BIGGEST ISSUES IS THAT THE PACE OF TECHNOLOGICAL CHANGE IS SO FAST, IT IS ALMOST IMPOSSIBLE FOR TEACHERS TO KEEP UP.”

teaching standards. In these settings, students can also become coaches who are the experts in the school’s software and devices, who can then inspire their teachers and peers.

The schools provide opportunities for teachers to share their practices and demonstrate software and device use in context. Learning from each other in this way, in bite-sized chunks relevant to syllabuses and with trusted colleagues, enables the teachers in these schools to be confident users of technology

improving learning outcomes in

challenge they have implemented a

schools is by adequately training

range of solutions. Schools that are

teachers on how to properly use

leaders in educational technology

the technology. Generally, when

integration have a five-year strategic

systems and schools implement

plan that is agreed by all stakeholders,

new technology, the professional

where purchasing is not piecemeal

development of teachers is rarely

and is governed by the best fit for

costed into the rollout. Yet it is

learning. Teachers are bower birds

ultimately the most important aspect;

who seek out and pick up the best

making sure the technology the system

ideas for their students, so they do

a relentless focus on learning both for

or school has invested in is being used

not necessarily want to be channelled

students and teachers. Teachers elect to

Education Advisor at SMART

to its fullest potential. Without training

into a single solution. Therefore, in

train as specialists in technologies such

Technologies, a leading provider of

the teachers, the technology is likely to

educational technology selection it is

as Apple, Microsoft, Google and SMART

technology solutions that enable

be unutilised.

important to look at interoperability

so they become coaches for teams

inspired collaboration in schools

so that teachers are not the ones

across the school. This provides the

and workplaces around the world

Remember why Teachers are Here

solving issues such as version control

teachers with additional qualifications

by turning group work into a highly

software updates and so on, taking

and leadership opportunities, enabling

interactive, engaging and productive

At the end of the day, despite the rapid

precious time away from teaching.

them to address their professional

experience. n

for learning.

There are many examples across Australia of outstanding work in schools; it is important to showcase these practices so that all schools can learn from each other to focus on the future of learning.

In these leading schools, there is Sue Beveridge is an ANZ

advancements in technology over the past 50 years, education has not changed its goals. Teachers are there to provide an education, to instil in children a love of learning and to help young people make sense of their world. Technology is just one of the many tools they can use to help them do this.

There are many contentious issues in education, but the one thing most agree on is that there is no single factor more important in education than the quality of the teacher. There can be the most advanced classroom technology in the world, but without a teacher who can properly implement it, who can inspire the class to get excited about learning, then the benefit of the technology has not been realised.

To start seeing technology make a positive impact on learning outcomes, teachers need to be supported more; from purchasing decisions

24 | EDUCATION TECHNOLOGY SOLUTIONS

educationtechnologysolutions.com.au

ETSP.

| COVER STORY

BITCOIN One Solution For The M In STEM When Integrating Learning In Primary School Classrooms

BY JANE HUNTER AND GAYA PILLAI

26 | EDUCATION TECHNOLOGY SOLUTIONS

educationtechnologysolutions.com.au

N

Recent research in eight NSW public

electricity, greenhouses, sustainability,

schools used the High Possibility

earthquakes, the solar system and

Classrooms (HPC) framework to

Newton’s three laws of motion in rich

build teacher capacity and confidence

and exciting ways. Innovative strategies

in teaching Science, Technology,

and processes were common in all

Engineering and Mathematics (STEM).

classrooms. They included students,

Results show that a pedagogical

for example, building farmbot-style

framework like HPC is highly effective

prototypes, electric circuits and scaled

in increasing teacher agency,

garden beds to demonstrate their

leadership skills and subject matter

learning in STEM.

knowledge in the STEM disciplines.

The 37 teachers who participated

In one Stage 2 classroom, students

process of inquiry in an action learning

(aged eight and nine) were building

approach. Teachers developed

a model using an engineering design

integrated term-long units of work in

process and their teacher also used

the four STEM disciplines and, when

Bitcoin to stimulate student interest in

the Arts and Humanities were included,

mathematics, which is possibly a first

they became powerful STEAM

for a NSW primary school.

learning sequences.

Almost 1,000 students in the

educationtechnologysolutions.com.au

Bitcoin in the classroom

in the studies used an overarching

However, as reported a few months ago in an article in Bitcoin News

teachers’ classrooms responded

(August 2017), Keiren Nolan, a teacher

to what they were learning about

at Wooranna Park Primary School

EDUCATION TECHNOLOGY SOLUTIONS | 27

| COVER STORY

in Victoria, is enabling his students to explore cryptocurrency from a young age and his students have developed a school currency known as Wooranacoin.

Ten things to Consider Before teachers think more about the possibilities of Bitcoin in their primary school classroom, there are ten points they might want to consider: 1) What is Bitcoin?

Bitcoin is a peer-to-peer electronic cash system. It was conceptualised by

"EVEN IF DIGITAL CURRENCY NEVER REALLY TAKES THE PLACE OF FLAT MONEY, THE BLOCKCHAIN TECHNOLOGY UNDERLYING IT IS CHANGING THE WAY PEOPLE DO TRANSACTIONS AND CONTRACTS."

Satoshi Nakamoto but nobody is sure if this is a person or a group of people

it is changing the way people do

acting under a pseudonym, with the

transactions and contracts. In the

latter being more likely. The white paper

future, musicians might attach their

on Bitcoin was published in October

music to a ‘smart contract’. Each

2008 and the Bitcoin software was

time their song is downloaded, people

released on the 9th of January 2009.

will automatically be charged a fee, eliminating pirating, middle operators

2) What gives Bitcoin its value?

and ensuring that these artists are no

Bitcoin can be ‘mined’ by solving

longer getting ripped off.

complex maths problems. Each time a Bitcoin is mined, the transaction

5) Smart contracts on the blockchain

is etched into the ‘blockchain’ (a

will revolutionise the way people

continuously growing list of records

interact

– ‘blocks’ – that are linked and

Smart contracts are a revolutionary

secured using cryptography) sent to

way of thinking about contracts.

the entire distributed ledger (network

Instead of entrusting a central body to

of participants). Subsequent maths

manage transactional information, such

problems become harder and harder

as a bank, trust is instead distributed

to solve. In fact, the algorithms have

throughout the entire blockchain,

become so complex to solve that it

making it much harder to tamper

currently requires a warehouse of

with. Information about a transaction

supercomputers working in unison day

must be changed on each and every

and night to solve them and mine one

block on the blockchain and 100s or

Bitcoin. The time and energy expelled

1000s or millions of people verify the

in this mining process gives Bitcoin its

information at any given time in order

inherent value.

to discredit a transaction.

3) Bitcoin is beside the point

6) Bitcoin in the classroom

Now who Satoshi is and whether his

The mathematical element of Bitcoin

white paper is all a hoax is beside the

lends itself quite well to the classroom

point. The real value lies in the concept

and a lot of fun can be had getting

of the blockchain that people have

creative with this. Students can battle

now started to embrace and adapt into

it out solving math problems and

different aspects of life.

collect Bitcoin as rewards. Any Bitcoin collected can be updated and recorded

4) Bitcoin is more than just a currency

on each student’s ledger, which is

Even if digital currency never really

replicated identically and distributed

takes the place of flat money, the

throughout the classroom. The class is

blockchain technology underlying

essentially the blockchain.

28 | EDUCATION TECHNOLOGY SOLUTIONS

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| COVER STORY

7) The future will involve being

can be replicated in fun, engaging

conveyancing may become

it is exciting students about their

immersed in the blockchain

and relevant ways in primary

completely automated. In this

learning in STEM.

This is why it is an essential part of

school classrooms.

instance, conveyancing functions can be written into computer programs

good financial literacy. Understanding

Jane Hunter PhD is a former

how the blockchain works will

9) The possibilities for Bitcoin are

which use smart contracts to

primary and high school teacher

prepare school-aged students for

endless

confirm transactions with the entire

and is currently conducting a series

a very different financial landscape

Bitcoin is only the start. There are lots

blockchain on a distributed ledger

of postdoctoral research studies

than the current one. Many of the

of other cryptocurrencies in the form

system. A good understanding of

in STEM education in Australian

next generation of entrepreneurial

of coins and tokens being created by

blockchain technology, distributed

schools. She also teaches in the

endeavours will centre on

start-ups and companies around the

trust and the ledger system will

School of Education at the University

blockchain-related business models

globe right now. In the not too distant

contribute towards future-focused

of Technology Sydney. Jane can be

and businesses that incorporate

future, there may even be opportunities

learning and support the preparation

contacted on Twitter @janehunter01

blockchain-related applications.

where each coin specialises in a

of students to take their place as

particular transaction. For example, one

active global citizens.

Gaya Pillai B. Arts. M. Teach is a teacher at Lakemba Public School. She

8) Integrated learning through the

particular coin may specialise in real

blockchain

estate transactions such as registering property, while another may facilitate

Interested in taking Bitcoin further?

in a STEM education research study

The blockchain can be replicated in the classroom. In fact, it is

transactions of energy stored and sold

If readers are using Bitcoin in the

has a passion for future-focused

the perfect place to replicate the

to the grid via solar panels in a home.

classroom, please contact either of

learning and has taught programming

the two authors – they would like to

and computational thinking for four

blockchain. This is achieved through

and her Year 3 class were participants conducted by the lead author. Gaya

integration of learning areas such

10) Automation of the workforce

understand what you are doing and

years in K–6 classrooms. Gaya can be

as drama, mathematics and science

Many future jobs will be automated.

how you are linking Bitcoin to the

contacted via email at

– the distributed ledger system

For example, in the legal world,

syllabus/es and, importantly, how

Gayathri.pillai2@det.nsw.edu.au n

30 | EDUCATION TECHNOLOGY SOLUTIONS

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| FEATURE

TAKING ONE GIANT LEAP

BY EMILY ROZANC

“From a young age I have been fascinated by the stars, planets, galaxies, universe (and the potential multiverse), black holes, nebulae, theories, space travel and the possibility of travelling close to the speed of light! My passion for the cosmos has been shared with me throughout my life by my parents – particularly my dad. He sparked this curiosity of the unknown.”

What you have just read is an excerpt

The foundation inspires students to

far my email would travel and the

(NASA) astronaut. To say it was an

from the email that changed my life.

get involved in STEM, discovering

unforgettable surprise that was in

emotional moment for all involved

My name is Emily Rozanc and I am

possibilities and pathways they

store for me on the 9th of June 2017!

is an understatement. There were

the inaugural student ambassador for

never thought possible. I am one

One regular afternoon at school

the One Giant Leap Foundation (OGL).

such student.

tears aplenty.

assembly, Years 7–12 headed to the school hall. We had the privilege of

3... 2... 1… Blast-off!

Sydney. I attend St Mark’s Catholic

school teacher) came home from

listening to a real-life astronaut (Greg

The 27th of September rolled

College in Stanhope Gardens and am

work talking about an exciting visit

Chamitoff) talk of the experiences that

around so fast. Our OGL crew of 43

currently in Year 11.

to her school by OGL. This was the

led him to fly into space as part of

Australian primary-aged children and

My school has been very

first time I had heard of Space Camp

the STS-134 crew on Space Shuttle

teens (and bigger kids too) landed

supportive of my learning journey

and the One Giant Leap Foundation.

Endeavour. As Greg was wrapping

in California.

and my extra-curricular ventures.

Mum explained that there were two

up his presentation, he invited Bob

Alongside my school, I have been

scholarships for senior primary

Carpenter OAM (OGL Director) to the

Johnson’s art studio: an amazing

most fortunate to receive support,

children to go to Space Camp in

stage. It was at this moment I started

artist contracted with the Disney

guidance and encouragement from

Huntsville, Alabama. I thought, “How

to feel quite nervous. Something was

Channel and other major companies.

OGL – a centre focused on all things

lucky are these kids! Nothing like

up and, before I knew it, my legs

Some of his art is interactive in that

Science, Technology, Engineering

that ever happens at our school. I

were carrying me to the stage where

it can be worn. All of his creations

and Mathematics (STEM). OGL not

wish I could go or even have a shot

I received a scholarship from the

were made out of cardboard – Star

only takes kids to Space Camp in

at applying.” I had never heard of

U.S. Embassy to go to Space Camp.

Trek spacecraft, small houses,

the US; it also promotes and runs

Australian students going to ‘space

I was so incredibly overwhelmed by

bikes and even cameras! After an

a number of exciting programs,

camp’, so I jumped online to see

it all and more than a little star-

interesting talk to Kiel about how he

such as Destination Imagination,

who OGL was and, that night, I sent

struck at meeting my first National

developed his passion, we headed

drone education and Zero Robotics.

off an email. Little did I know how

Aeronautics and Space Administration

to Northrop Grumman. Here, we

I am 15 years old and live in Western

32 | EDUCATION TECHNOLOGY SOLUTIONS

Last May, my mum (a primary

Firstly, we marvelled at Kiel

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spoke to engineers working on the

We arrived at Space Camp on the

The mock missions were a great

top of a five-metre telegraph pole to

James Webb telescope – gaining an

1st of October. The first thing that hits

aspect of Space Camp. Olympus

the ground below. Whilst some of us

inside look into how the telescope

you when you roll in is the Pathfinder

Mons consisted of 16 teenagers

conquered our fear of heights, we all

works and how it will be transported

Shuttle taking pride of place at the entry.

from Years 9 and 10. We were each

learnt to work as a team and trust

to space.

Then, as you walk about camp, you

assigned a role in the missions

each other. And there were more

discover rocket park and the on-site

and had to perform these duties to

thrills on the Multi Axis trainer and

to a place where imagination and

museum, which houses the Saturn V

the best of our ability. During our

the gravity chair. I never thought I

dreams come to life – Disneyland!

Rocket and Apollo 16 capsule! Rocket

three-hour mission to Mars, I was the

would get to experience using such

On the 29th of September I had

Park featured huge rockets that stood

Systems Operator Communications

specialised equipment.

like giant guardians on sentry duty.

Manager (SOCOM). I got to talk to the

On day two the group journeyed

another life-changing moment. I stood in the museum that houses the

When the OGL crew arrived at

In our teams, we attended multiple

astronauts inside the Orion capsule.

seminars on space education.

Endeavour in the California Science

Space Camp in Huntsville, Alabama,

The set for the entire mission was

Some included: international space

Center. Walking into the hangar with

we had the added pleasure of new

very lifelike, dealing with medical

agreements and the International

the shuttle mounted on its earthquake-

members joining our teams. These

anomalies and system failures!

Space Station, gravitational waves,

proof stand was extremely emotional

cadets were from various states in

Many of the participants got

for me. Having met Greg Chamitoff

the US. My team, named Olympus

the chance to do an extra-vehicular

and connecting the legacy of the

Mons, was introduced to Kaylee, who

activity (EVA) in order to be more

Endeavour to him is something that

came from Kentucky. Having Kaylee

hands-on with the mission. This was

completed numerous engineering

has stayed with me since the trip and

in our group gave us all a better

one part of the trip that tested the

challenges. From our team of 16 we

will do so for the rest of my life.

understanding of American culture.

collaboration and communication

could choose engineering groups

We were able to exchange real and

skills of the whole team.

of four people. In these groups we

Day 4 was another unforgettable day of team building and fun at

personal insights into what life is like in

Universal Studios.

our home countries.

educationtechnologysolutions.com.au

Russian language, American space history and an introduction to scuba.

Along with these seminars, we

At Area 51, we ziplined off a

had to build heatproof shields for

10-metre tower and jumped from the

eggs; purpose-build Mars robots

EDUCATION TECHNOLOGY SOLUTIONS | 33

| FEATURE

was fantastic. She is my best friend and I was so proud to see a change in her, as Space Camp also reignited her love of science. She has also made incredible friendships, bought out the Space Camp gift shop and taken home so many new ideas to try out in her Stage 3 classroom. Mum is passionate about encouraging teachers and parents to work together to take the Space Camp journey, as she believes it is a very worthwhile one, where parents, in partnership with teachers, inspire lifelong learners.

Since returning, OGL has maintained contact not only with me, but with many of the Space Camp graduates. They have been responsible for organising live link-ups with my school to NASA PAYCOM Penny Pettigrew, Dr Linda Spilker (Cassini Project Mission Lead Scientist) and other people from the Jet Propulsion Lab at NASA. to manoeuvre around a set course

I have also had the pleasure of

mimicking the Martian surface; distil

meeting Sandra Magnus and Pamela

Mars water; make space suits for

Melroy (both NASA astronauts)

apples and build rockets with eggs

and Professor Warwick Holmes

as the precious payload – all while

(Executive Director of Space

learning about the science behind

Engineering at the University of

these tasks.

Sydney). The OGL experience

My engineering team was very

does not end with Space Camp.

successful. We developed great

Its ongoing support and STEM

communication skills and a sound

opportunities change the lives of

understanding of each other’s ideas.

all who come in contact with the

Where some groups may have failed

organisation. It has created a clear

a task, the camp counsellors were

pathway of what I would like my

always ready to reinforce the idea,

future to look like and provided an

“You won’t always get it right, but

insight to the possibilities!

you will always learn something.”

Being hands-on in all aspects of

Jackie Slaviero (founder/ managing director of OGL) and Bob

camp was extremely important to

Carpenter have an incredible vision

me. I made sure I gave everything a

for all Australian students. I am just

go. When it came time to graduate, I

one of the many people to have

knew I was ready. I learnt everything

benefited from their encouragement,

that I had hoped and more. I took

guidance and support.

away from this experience lifelong

Thank you once again to One

friends and a determination to

Giant Leap Foundation and the U.S.

achieve my dreams in STEM. I do

Embassy for their generous and life-

believe I can make it to space!

changing scholarship.

I am really lucky that I got to experience this journey with my

Visit http://onegiantleapaustralia.

mum. Having someone there who

com/ for more information on Space

has supported me from the beginning

Camp 2018. n

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36 | EDUCATION TECHNOLOGY SOLUTIONS

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FUTURE FOCUSED LEARNING

BY SUE BEVERIDGE

Education has a vital role to play in developing the knowledge, skills, attitudes and values that enable people to contribute to and benefit from an inclusive and sustainable future. Learning to form clear and purposeful goals, work with others with different perspectives, find untapped opportunities and identify multiple solutions to big problems will be essential in the coming years.

Education needs to aim to do more than prepare young people for the world of work; it needs to equip students with the skills they need to become active, responsible and engaged citizens.

The paper emphasises the need for

to improve their practices. Google has

i.e. Communication, Collaboration,

to show students accurate images to

our students to be lifelong learners

an extraordinary focus on increasing

Creativity and Critical Thinking. The

illustrate concepts. The teacher had the

to be skilled in numeracy, literacy,

collaboration between employees

Australian Curriculum includes Digital

most sophisticated teacher’s aide at

data literacy, health literacy and

from different functions. It has found

Technologies which encourage

their side and no longer needed to be

digital literacy to enable them in a

that increased innovation comes

teachers to embed strategies,

the font of knowledge writing notes on

very different future world. Social and

from a combination of three factors:

activities and projects into their school

the board.

emotional skills will be what will make

discovery (i.e. learning), collaboration

programs. This will ensure that our

the difference for success and are even

and fun. It consciously designs its

students are capable users of digital

became the centre of their own

now what employers are looking for to

workplaces to maximise learning, fun

technologies and have time to be

learning. This has been a significant

undertake the new world of work.

and collaboration.

explorers and creators with the new

shift in terms of future focused

and emerging technologies involved

learning, a disruption necessary to

With the BYOD revolution students

As industries are disrupted by the

Key also to future success will

digital world and Artificial Intelligence,

be the capability of an individual to

– for instance in coding, robotics

ensure that students become powerful

Virtual Reality and Robotics change

be a self-directed learner. Few jobs

and drones.

learners, following their passions

the types of work that humans will

will remain static and with the pace

be required to do. Many people will

of technological change it will be

undertaken a revolution to enable this

take next steps or perform the kind of

be released to participate in work

necessary to constantly learn to be

kind of teaching and learning. Once

roles that the future will throw at them.

that requires collaboration, empathy,

successful in one’s work environment,

the Internet became available in the

Students can now follow personalised

creativity, communication and the

to change to another role or start up

classroom using interactive white

learning programs, undertake research

capacity to acknowledge diversity

one’s own business.

boards, 16th century classrooms

fields about which they are passionate,

where the teacher was the font of all

participate in virtual worlds with

and work across distance. It will be a

What then are the implications for

The classroom itself has

motivated to learn what is required to

world where understanding data will be

educators? Many of these ideas have

knowledge ceased to be the norm.

multiple people where they need to

critical to solve the problems we can’t

been influencing curriculum design

The interactive white board made it

negotiate roles to solve problems.

even imagine, underpinned by social

and teaching practice for some time.

possible to bring the world into the

responsibility and sustainability.

Since the beginning of this century,

classroom at an instant. Teachers

become a learning spaces. The front

Many classrooms have evolved to

teachers have been encouraged

were able to answer the questions of

of the room may no longer exist as

like Google have examined their HR

to teach 21st century skills which

their students by searching the net and

a fixture, rather there will be a device

practices over time using data analytics

have been described as the 4Cs:

displaying the results, they were able

such as a mobile interactive flat panel

Even now large companies

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EDUCATION TECHNOLOGY SOLUTIONS | 37

| OFFICE SPACE

https://www.youtube.com/user/ misterwootube videos of explanations at anytime, anywhere, the ability for courses to be contained in Learning Management Systems for review, for teachers to be able to screenshare content or quizzes at the point of learning need has transformed high school instruction.

We need to ensure that teachers are provided with the best conditions to undertake future focused learning.

They need learning spaces that are flexible which include technologies that enable a range of pedagogical practices. The technology needs to allow for personalised learning, as well as project-based learning where students are able to share and collaborate across many devices.

Teachers need to be able to use these learning spaces more for collaboration and communication than knowledge used for modelling, sharing and

In Queensland we have seen

Online Courses) to improve their

transfer, such as note taking, as content can now be shared digitally.

collaboration, and specific teaching

Sheldon College, where students

understanding of how to implement

moments. The students sit in a range

create their own virtual museum

digital technologies in the classroom

of spaces and work in a range of

displaying evidence of their learning

and how to incorporate the 4Cs. Many

achievement is improved by providing

modes standing at desks or sitting on

pathway throughout their time at

teachers are Microsoft Innovative

software to teachers which is

bean bags in clusters on the floor with

the school. In their senior years,

Educators, or Apple Distinguished

efficient, easy to use and device

devices that are mobile. Teachers now

through the Link Centre, they learn

Educators, or Google Certified and

agnostic. Software that is designed

design for learning, developing units

entrepreneurial skills, innovating with

SMART Exemplary Educators, who

for teaching with inbuilt capacity for

of work which are project-based or

robotics, developing business plans,

coach and support their colleagues.

developing numeracy, literacy skills

enquiry-based and require students

producing media and marketing

to engage in authentic learning.

collateral thus modelling real world

com/ttlresearchfullreport shows that

data and which is fun! Coupled with

They collaborate to solve real world

practices.

the effective use of technology in the

quality displays that are interactive not

classroom depends on the quality

just dumb screens, but which enable

problems and develop communication

In NSW we have seen Bondi

Our research http://go.smarttech.

Our research has shown student

and assessment tools for collecting

strategies to present their work and

Beach Public School lead the

of the teacher. Providing a device

purposeful collaborative activities

findings to and beyond the class.

professional learning of teachers at

without effective training in how to

such as brainstorming, editing and

Future focused learning is

their STEAM Punks Conference held

use the technology for learning is a

the creation of high quality digital

becoming evident in Australian

at the Power House Museum where

useless investment. It is not enough to

content which can be shared across

classrooms. Our teachers are curious,

they had hands-on experiences with

show teachers the functionality of the

the screens of the learning space

inventive and focused on engaging

robotics, coding and the gamification

device, it is important for them to see

and beyond.

their students. Across Australia

of learning to support them implement

how it impacts on learning, how it can

With all these conditions in

teachers are confident users of the

Science, Technology, Engineering, the

enhance learning outcomes, align with

place, the future will be bright for

Internet, creators of digital content

Arts and Mathematics.

curriculum and assessment.

Australian students!

and aware of the need to inspire their

Australian students need their

The teaching philosophy of the

students to find their passions. In

teachers to be creative in the learning

teacher is also a significant condition

Sue Beveridge is an ANZ

the Northern Territory we have seen

activities they design, continually

for successful uptake of change. For

Education Advisor at SMART

Mother Teresa Catholic Primary School

innovating in their practices and

instance, secondary teachers who are

Technologies, a leading provider of

a brand-new purpose-built school

modelling lifelong learning. We see

driven by high stakes assessment will

technology solutions that enable

designed to enable teachers to access

this in hundreds of schools around the

be cautious in adopting technology

inspired collaboration in schools

a range of learning spaces with the

country where teachers are learning

unless there is clear evidence of

and workplaces around the world

latest technology enabling collaboration

to use their technology in new and

benefits for their students. However,

by turning group work into a highly

and communication, effectively from

exciting ways. Hundreds of teachers

the flipped classroom enabling

interactive, engaging and productive

the age of three.

participate in MOOCS (Massive Open

students to watch as per Mr. Woo

experience. n

38 | EDUCATION TECHNOLOGY SOLUTIONS

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40 | EDUCATION TECHNOLOGY SOLUTIONS

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ONLINE INFORMATION SUPPORTING STUDENTS IN CHOOSING THEIR UNIVERSITY AND PROGRAM

BY SHELLEY KINASH

Australian higher education is valued

Results are interpreted and applied

knowledge regarding the underlying

becomes even more central in higher

at $21.8 billion a year (Universities

to guide university communication

values held by a large proportion of

education, these results offer practical

Australia, 2016) and attracts 1.3

strategies to maximise the

students drawn to particular degrees

guidance for institutions wishing to

million students from around the

effectiveness of the call to aspiring

allows a university to strengthen

develop more effective marketing

globe as their preferred destination

domestic and international students.

pedagogy and strategy to develop

programs and student-centred

for university education. Choosing

There are also comments applied to

their programs for particular groups of

program designs.

a university is a complex decision,

program design for optimal learning.

learners and their marketing campaigns beyond specific disciplines, this study

factors, including the provision of

Student Personal Values and their Choice of Higher Education

students choose university is what they

Influence of Parents on Student Decision Making Regarding Choice of University

online information. I have been working

Study one focused on understanding

consider to be a peaceful, pleasing or

For school-leavers (many of whom

in different universities in Pakistan,

students’ individual values and the

harmonious life. Moreover, the social

are 17 or 18 years of age), decisions

the UK and Australia. My research

impact on student preferences for both

recognition and social integration

about which university and which

was motivated by questions as to

fields of study and specific universities.

many graduates derive from their

degree program appear to be widely

what drives student decisions. My

The theoretically supported assumption

education are other motivating factors,

influenced by family members. The

PhD research, Modelling consumer

directing this study is that personal

which many research respondents

second study revealed that students

decision-making in Australian higher

values are richly felt and influential

conceptualised as satisfying deep

and their parents typically make

education, included three empirical

components of individual make-up and

personal values within themselves.

joint decisions regarding choice of

investigations on student decision

function to guide individual decisions

making, thereby exploring the key

about how they choose to conduct

a better understanding of these values

Notably, this joint decision making

factors (and stakeholders) influencing

their lives. The study revealed, for

can help universities improve customer

occurs even though it is the students

students’ choice of university and

example, that students who appear

loyalty and guide executive leaders in

themselves who independently study

program of study.

to have a high personal utility for

formulating differentiation strategies to

the chosen program and have to

self-direction tend to be drawn to

set their university services apart from

live with the career outcomes. Many

findings from these three studies on

psychology and business programs

those of competitors. As globalisation

participating parents and young adults

student-consumer decision making.

as undergraduates. Strengthened

continues and relationship marketing

appear to share substantial mutual

to recruit potential students. Overall,

as it involves a trade-off of various personal and external factors. Each student is influenced by different

This article shares the research

revealed that the main reason many

For higher education institutions,

university and degree programs.

| NEXT STEP

involved in their decision making.

highly educated were predisposed

tended to be jointly determined in

high school, the parents’ education,

Students appeared to highly desire the

towards university education (as

both academic and personal contexts.

ranking of the high school, the

social approval of the key decision

opposed to vocational programs) and

Academic excellence and the choice

relationship between the university

makers in their lives (i.e. their parents).

were more likely to be influenced by

of educational institution is usually

and school, and opinions of teachers

Parents play a significant role in helping

the perceived prestige and reputation of

a shared goal for parents and young

and school friends, all collectively

their sons/daughters to apply, as well

the university and the degree program.

adults, and the decisions can be either

influenced preferences. While these

as in financially and socially supporting

The ranking of their current high school

participative or cooperative. In most

factors are important, the participating

them, particularly in the first year/s

was also correlational to the extent

Australian families participating in this

students appeared reluctant to make

during adjustment/transition stages

to which university prestige mattered

research, young adults are encouraged

independent decisions (particularly

into formal university study and then

to them. Notably, a large number of

to make participative decisions and

running contrary to their parents’

again as they commence their careers.

the future students who claimed to

share the responsibility for decision

choices), recognising that there are

The research further revealed that the

make independent decisions regarding

making with their parents.

various risks (e.g. career outcomes)

students whose parents were more

university education appeared to be

interests; their decision processes

42 | EDUCATION TECHNOLOGY SOLUTIONS

Factors such as the location of the

educationtechnologysolutions.com.au

made clear and transparent and be

highly influenced by their parents’

a degree program, while the parents

the individual surveys. Very little is

educational and professional

may have a preference towards the

known about joint decision making

backgrounds in that the correlation

tuition fees and the living costs of

in practice and specifically how

patterns were revealing.

pursuing the program. Understanding

preferences differ among parents

interested in the program and

how consumers represent outcomes

and young adults and to what extent

teaching quality as well as career

and weigh different decision criteria

the individual preferences can be

outcomes; short videos and other

is critical to consumer behaviour

aggregated to achieve a prediction

multi-media are an efficacious

research and applied strategies

of joint choices. Another important

means of informing and attracting

and actions.

stakeholder in joint decision making

Variation of Preferences between Parents and Sons/ Daughters in University Choices The third study further explored the

This study was conducted

was high school staff. Schools that

readily searchable on websites.

• Students themselves tend to be

future students.

• University marketing campaigns

drivers of student decision making and

to investigate the similarities/

were actively involved in student

should be differentiated in

the influence of external stakeholders

dissimilarities between the individual

counselling and preparing students

consideration of the high school

such as parents. University education

and joint decision making in the

for tertiary education were more likely

students are currently attending.

and the choice of a degree program

context of universities. There is

to yield students who were more

For example, student recruitment

appears to be a shared household

increasing evidence that the outcomes

confident about their decision making

at elite private schools should

concern. As stated above, the

of decision-making processes

and were more likely to embrace

emphasise the international ranking

demographic patterns and correlations

offer difference between what the

higher education early in their life (i.e.

revealed that even those who stated

individual stakeholders identify

choosing a direct transition from high

complete independence in decision

when communicating independently

school to higher education).

making actually seemed to be heavily

and what is decided when these

influenced by the choices of their

individuals are brought together.

The key takeaways from this research

influencing student attraction and

parents (who were likely influenced by

Specifically, three versions of the

for university leaders are:

retention. Discussion about values

their own parents). While the overall

same survey were administered – one

• University recruitment campaigns

should be a clear and embedded

decisions were usually matched,

for a parent and a son or daughter

through websites and high school

each member of the family may

to complete independently and one

fairs must appeal to both future

have different discrete preferences

for them to complete together. It

regarding attributes of a university. For

was surprising that the expressed

example, the young adult may have

decision was so often different in the

quality measures, enrolment and

Teaching at the University of Southern

a preference towards the quality of

collaborative survey than it was in

student housing costs should be

Queensland n

of the university.

• Personal values and university/ program alignment with these values are important factors

students and their parents.

• Factors such as career outcomes,

part of the curriculum.

Professor Shelley Kinash is the Director, Advancement of Learning and

“THE SECOND STUDY REVEALED THAT STUDENTS AND THEIR PARENTS TYPICALLY MAKE JOINT DECISIONS REGARDING CHOICE OF UNIVERSITY AND DEGREE PROGRAMS.” educationtechnologysolutions.com.au

EDUCATION TECHNOLOGY SOLUTIONS | 43

| LET’S TALK SOFTWARE

44 | EDUCATION TECHNOLOGY SOLUTIONS

educationtechnologysolutions.com.au

CREATING A DIGITAL HUB

FOR LEARNING AT CANTERBURY COLLEGE

BY JAMES JENKINS

As the world continues to embrace

are innovative, collaborative, creative

technology, there are many

and have a working knowledge of

opportunities that teachers would like

new technologies.

to prepare their students for. My social

created a Digital Hub. It is a space

about how organisations are integrating

where we use technology to learn

virtual reality (VR), artificial intelligence

in ways that are engaging, creative,

(AI) and other digital technologies. If

collaborative and innovative. The

teachers are to equip students for these

Digital Hub is located on the bottom

opportunities that await them, schools

floor of our Research and Next

must also change to include the use of

Centre (formerly the library). It is a

similar technologies in the curriculum.

bookable space that can be used by

As well as the traditional academic

educationtechnologysolutions.com.au

At Canterbury College, we have

media news feeds are full of stories

all year groups in the school. There is

knowledge and skills, employers are

enough room in the Hub to fit about

now also demanding employees that

60 students comfortably. This is often

EDUCATION TECHNOLOGY SOLUTIONS | 45

| LET’S TALK SOFTWARE

made up of a variety of students from

at the same time, getting ideas from

different classes.

each other while working in this space.

The Digital Hub is not about

The Digital Hub was designed to

centralising the use of technology

engage students in content and to

in the college; we are using digital

aid with conceptual understanding

technology well in every classroom.

of subject matter. It was also a

It is about providing a focus of

goal to create the opportunity for

engagement and innovation centred

students to further develop the

around digital technology that will

skills of collaboration, creativity,

radiate out into the rest of the school.

communication and critical thinking by

Part of the philosophy for the space was the idea that students of

working in this space.

Teachers can bring classes to

different ages and studying different

the Digital Hub to work through the

subjects can be inspired by seeing

curriculum in an engaging way.

what others are working on. There

Students can use the technology to

have been many occasions since

produce assignments that incorporate

the Digital Hub opened at the start

augmented reality (AR) and VR, as well

of this term when I have witnessed

as the more traditional elements of

have also been importing designs that

conversations between students that

video, image and text. The Digital Hub

students have created in Sketch Up.

can choose to add holograms into

would probably not have happened

is also being used by extracurricular

This lets them view their creations at a

their physical environment using mixed

if it was not for this space and the

groups such as the Google CS First

scale that they want in a virtual space.

reality (MR). One of the best uses

opportunities they have here, bringing

coding club, the Young ICT explorers,

them together.

Drone Club and the F1 Challenge team.

Eon iBench, which allows the user

students can import objects that they

I enjoy seeing Year 8 students

Our Digital Hub is broken into a few

to interact with AR in stereoscopic

have created into the MR environment

explaining to those in Year 4 how

connected zones. In the mixed realities

3D. Again, this can be used to teach

to view them as part of a design

to use the 3D printers, and how to

room, students can engage in fully

curriculum concepts in a highly

process cycle, or to use them as part

convert between file types. Or Year 10

immersive VR using the HTC Vive. As

engaging way. Although we are not

of a project. There are an increasing

students showing those in Year 6 how

well as using particular apps to teach

quite there yet, we are working towards

number of Hololens apps that can

to code our robots. Most weeks, I also

concepts, students like using apps

students being able to navigate through

be used to help teach curriculum

see teachers of different disciplines,

that allow for creation, such as Tilt

the houses that they create in graphics

concepts, particularly in the sciences

who happen to be booked into the Hub

Brush. We have used this for Art and

class using AR on the iBench.

and humanities.

46 | EDUCATION TECHNOLOGY SOLUTIONS

Also in this room there is an

Using Microsoft Hololens, students

that we are finding for this is where

educationtechnologysolutions.com.au

The Digital Hub also has a

and teachers can work together on

conference room (nicknamed the

projects. One of the best uses I have

Skype room) which allows small

seen of this zone so far was when we

classes or groups of students

had eight groups that had been coding

to connect with the world. From

a solution to a problem all showing

communicating with partner schools

their code on the video wall at the

around the world to bringing an

same time. It was a great way for

expert into the lesson, this space

the teacher to facilitate a discussion

certainly knocks down the walls of

about the different approaches that

the traditional classroom. Last week,

the groups had taken to the problem.

AS WELL AS THE TRADITIONAL ACADEMIC KNOWLEDGE AND SKILLS, EMPLOYERS ARE NOW ALSO DEMANDING EMPLOYEES THAT ARE INNOVATIVE, COLLABORATIVE, CREATIVE AND HAVE A WORKING KNOWLEDGE OF NEW TECHNOLOGIES.

works in different ways with different apps and will become even more useful over time as more apps make use of this functionality.

Our Digital Hub also includes a competition-size robotics table, humanoid robots, floor projectors, drones and much more.

In short, the Digital Hub houses some of the best educational

concepts in a variety of curriculum

technology available. In time, of

from industry leaders in New York

Digital Hub allow for multiple inputs.

areas in a very engaging way. They

course, this technology will be

in one lesson, followed by students

The red, green and yellow booths

can also upload their own 3D objects

superseded, but the space that we

connecting with Google headquarters

are usually used by students for

into the sandbox and use these in

have created will live on. Our hope is

in Sydney the next. (This was a

group work where sharing their ideas

their creations. Students come in

for the Digital Hub to be dynamic and

Google Hangout rather than a Skype

visually is useful for the task. The

during lunchtime just to use the

continually changing over time. New

session.)

trolley screens in the classroom area

Z Space.

will become not so new, and we will

for example, teachers were learning

We have a video wall, which is a fantastic space to show any video in 4K resolution, that can take input

In fact, all of the screens in the

serve a similar purpose, but have the advantage of being mobile.

Throughout the Digital Hub

The Surface Studio and the HP

replace this with what comes next to

Sprout are both excellent devices. The

ensure that our students are provided

Sprout allows for 3D scanning, which

with the best resources to prepare them for life after Canterbury College.

feeds from any device in the room.

we have Z Space tablets. The

means students can now digitise solid

It runs on a Kramer Via Collage

AR provided by these devices is

objects that can then be incorporated

system that will allow eight users

interactive, using the sensors on the

into their projects. The Surface Studio

to project their screen at the same

glasses and a wand that is used to

gives us the option of digital inking

of Digital Pedagogy at Canterbury

time. This turns the wall into a highly

pick up and manipulate objects. The

on a big screen, as well being a great

College, an independent school

collaborative space where students

Z Space allows students to learn

device for 3D design. The Surface dial

located south of Brisbane. n

educationtechnologysolutions.com.au

James Jenkins is the Director

EDUCATION TECHNOLOGY SOLUTIONS | 47

| PROFESSIONAL DEVELOPMENT

48 | EDUCATION TECHNOLOGY SOLUTIONS

educationtechnologysolutions.com.au

REDUCING THE RISK OF A POOR TECHNOLOGY PROFESSIONAL DEVELOPMENT EXPERIENCE WHAT CAN BE LEARNT FROM THE RESEARCH?

BY SAMANTHA VARDANEGA

With the new academic year now here, schools and teachers will soon be looking to finalise their 2018 professional development (PD) programs. Although many technology PD programs make grand claims about their content and outcomes, most teachers have experienced first-hand what it is like to endure hours with a dull presenter delivering low-quality or irrelevant content. So, how can schools and teachers be sure they will receive a high-quality and worthwhile PD experience?

Reducing the risk of a poor PD

people. As such, having a considered

experience begins with understanding

view about what effective means in

what effective PD entails. Once schools

an individual context is an important

and teachers are armed with this

starting point.

knowledge, they are in a much better

The desired end result of PD

position to assess the quality of a

is a key factor in determining its

course or PD provider before the sign

effectiveness. One desired end result

up. While most school leaders and

could be teacher learning. This

teachers will have their own thoughts

means PD could be seen as effective

about what effective PD looks like, the

if it leads to teachers using the

large body of research literature on the

technology that they have learnt. Both

subject provides some key insights that

Guskey (2002) and Walker (2012)

are well worth being familiar with.

suggest that successful teacher PD programs change attitudes, beliefs and

educationtechnologysolutions.com.au

Insights from the research literature

classroom practices which, as a result,

What does it mean for professional

Given this view, professional

development to be ‘effective’?

development could be considered

‘Effective’ is one of those words that

effective if it improves or changes

means different things to different

teachers’ knowledge, skills, attitudes,

influence student learning outcomes.

EDUCATION TECHNOLOGY SOLUTIONS | 49

| PROFESSIONAL DEVELOPMENT

beliefs and practices. However, if the

A notable difference to the

desired end result is improvements

characteristics identified by Wang et al

to student learning, then perhaps

(2014) is the inclusion of tailoring to

this should be the true measure

different levels of knowledge and skills.

of effectiveness.

Hew and Brush’s (2007) literature

Part of the difficulty in defining

review also identified this factor, writing

effectiveness in relation to teacher PD

that PD must be highly consistent with

is that relatively little is known about

teachers’ needs. They also highlighted

what teachers learn from PD and how

that effective PD needs to provide

it impacts student learning (Lawless

opportunities for hands-on practice

& Pellegrino, 2007; Walker et al,

and develop teachers’ technology

2012). However, what is known is

skills, as well as their knowledge on

that improvements to student learning

technology-related pedagogies and

outcomes require changes to teacher

classroom management.

practice, and to change their practice

Although the above characteristics

teachers need to understand both how

may appear to be a simple checklist

to use technology (skill instruction)

for designing effective PD, Guskey

and how to meaningfully integrate

(2009) argues that when ‘effective’ is

the technology into their lessons

defined in relation to improvements

(integration instruction) (Blocher et

in student learning, very few studies

al, 2011).

had sufficient evidence to make

“FOR TEACHERS TO GET VALUE FROM PROFESSIONAL DEVELOPMENT, THEY NEED TO SEE A DIRECT RELEVANCE TO THEIR OWN SUBJECT AREAS. THIS IS A KEY REASON WHY TEACHERS GET FRUSTRATED WITH LARGE-GROUP, GENERIC PROFESSIONAL DEVELOPMENT SESSIONS.”

PD sessions. In this situation, even the best facilitator cannot possibly make their session personally relevant to every teacher in the room. A more effective approach is small-group, subject-area sessions where teachers can discuss classroom implementations that are relevant to them and their students.

• Teachers need to actively and meaningfully engage with session content: The best PD experiences include time for teachers to practise skills, discuss possibilities, reflect on their own practice and plan an implementation of what they have learnt. However, too often this is sacrificed in order to cram more content into a session, usually because the PD program only involves one session or is

conclusions about what constitutes

to have much impact on teacher

trying to meet the needs of a

Characteristics of effective

effective PD. In a related article,

skills or student learning. Instead,

diverse audience. It is far more

technology professional development

Guskey and Yoon (2009) identified

PD should be seen as a process,

effective to spread content over

The literature reveals numerous

the common elements of nine studies

not an event (Guskey, 2002). In

multiple sessions and stream

characteristics of PD that are claimed

that were found to be effective based

our experience, the most effective

teachers by subject and skill level

to result in effective technology skill

on this definition: (1) the use of

PD programs involve numerous

and integration instruction. Wang, Hsu,

well-designed workshops; (2) the

tailored, small-group sessions

Choosing a PD program or

Reeves and Coster’s (2014) literature

involvement of outside experts; (3) 30

over an extended period of time.

provider that offers PD with these

review identified the following common

or more contact hours; (4) significant

This allows teachers to take small,

characteristics will greatly increase

characteristics: (1) active learning

and sustained follow-up activities; (5)

frequent steps along their personal

the chance of getting a high-quality,

through engagement in meaningful and

structural design informed by specific

technology integration path.

worthwhile experience. While

relevant activities; (2) longer duration

content, process and context, rather

to provide sufficient time to make an

than ‘best practice’; and (6) content

involves follow-up activities: This is

cost a little more, it is much better

impact; (3) connection of the PD to

that focused on subject-related content

closely linked to a longer duration

value than a generic, once-off

classroom work; (4) ongoing support;

and pedagogies.

PD program. Many teachers leave

session with content that never gets

technology PD sessions with good

implemented. It is also far more

(5) alignment with prescribed learning

• Effective professional learning

where possible.

customised and sustained PD may

standards; (6) content that enhances

What does this mean for schools

ideas and intentions, but face

likely to generate positivity towards

knowledge and skills; (7) access

and teachers?

difficulties when trying to make

technology integration in a school,

to required resources for teachers

While varying definitions of effective

changes in their own classrooms.

rather than breed the cynicism that can

and students; and (8) provides

make it difficult to draw conclusions

It is at this point that teachers most

come from poor PD experiences.

opportunities for collaboration,

about the characteristics of effective

need the support and guidance

discourse and reflection.

PD, the literature has some recurring

a good PD partner or program

themes that teachers and schools

can offer. But too often this is not

info@interactivemediasolutions.

some similarities with the following

should have front-of-mind when

available, leaving teachers feeling

com.au

seven devised by a U.S. Department

seeking out PD:

inadequate and schools wondering

of Education working group (2010,

• Longer duration PD programs are

why they are not achieving the

G Suite Leader Trainer at Using

as cited in Walker et al, 2012): (1)

more likely to make an impact:

changes they were hoping for.

Technology Better. She delivers

relates to teachers’ content area; (2)

This is in direct contrast to the type

collaborative; (3) consistent with

of PD many schools prefer and

teachers’ own subjects and work:

universities and businesses across

district’s technology goals; (4) active

many organisations offer. While it

For teachers to get value from PD,

Australia, New Zealand and South

engagement with content; (5) tailored

might be convenient to schedule

they need to see a direct relevance

East Asia. For more information,

to different levels of knowledge and

a one-day workshop for all staff

to their own subject areas. This

or to contact Samantha about

skills; (6) sustained; and (7) includes

and ‘tick-off’ technology PD for

is a key reason why teachers get

this article and research, visit

follow-up activities.

the year, this approach is unlikely

frustrated with large-group, generic

usingtechnologybetter.com n

These characteristics share

50 | EDUCATION TECHNOLOGY SOLUTIONS

• PD needs to be directly related to

For a full list of references, email

Samantha Vardanega is the

professional development to schools,

educationtechnologysolutions.com.au

Follow us on Twitter twitter.com/EdTechMagazine

SCAN CODE WITH YOUR CAMERA

| FEATURE

W H A T

OPEN EDUCATIONAL RESOURCES LOOK LIKE

BY ADRIAN STAGG

52 | EDUCATION TECHNOLOGY SOLUTIONS

educationtechnologysolutions.com.au

Students and teachers alike recognise that the learning landscape has shifted significantly, with an abundance of learning materials available freely online. Previous educational systems, based on the expert knowledge residing in the teacher alone, and scarcity of educational opportunities have – in many parts of the world – been overturned by a democratisation of access to knowledge and the tools to create new knowledge. Whilst platforms such as TED, YouTube, Vimeo and Khan Academy provide free access to some of the leading minds globally, on almost any topic, the legality of reusing, sharing and even altering the content to suit your local area is a fraught space that leaves many teachers lamenting the complexities of copyright. This is where open educational resources (OER) play an integral role in allowing more liberal, legal sharing of resources to reduce barriers to education, provide cost-effective and high-quality resources for learners and teachers, and create new opportunities for student learning. The following paragraphs describe specific instances of teachers and tertiary-level academics applying OER to learning and teaching.

educationtechnologysolutions.com.au

EDUCATION TECHNOLOGY SOLUTIONS | 53

| FEATURE

range of video tutorials for maths at all

indicated in their feedback that access

course, and then asked students in

Australia, the teachers feel isolated

levels of study, from K-12 to tertiary

to the textbook is a major barrier to

their assessment to take a section of

from practice, and the budget

studies. Those videos have a Creative

participating in the course. The library

the open text, revise it for the Australian

allocation usually means that difficult

Commons (CC) licence and can be

had tried to keep multiple copies

environment and submit. Those

choices need to be made about

downloaded, stored on the school

on short-term loan in an attempt to

students who meet the standards of the

expenditure. Class sets of learning

computers and distributed via USB by

alleviate the issue, but ultimately not

assessment criteria can re-release their

resources tend to be expensive and

the school. Over the course of several

all students could participate equitably

revised chapters as a new book for

educational licensing on materials

weeks, the teachers identify core

in the second-year required course.

other Australian courses to use. These

means that most resources (both

materials, download the materials for

Deciding that inclusivity and equity are

students thereby become contributors

text and video) have a very narrow

use at the school and, due to the open

not only drivers for higher education

to the knowledge marketplace.

definition of sharing and distribution.

licence, can send the videos home with

but his profession, the lecturer decided

Consistent access in the classroom

students. The students can see each

to search for alternatives. Through

is repeatedly challenged by the time

(and at home) is predicated on reliable,

step of the maths concepts, can replay

the BC Campus Open Textbook

required to create resources, but the

high-speed internet access; some

any part of the tutorial as many times

collection, he found a textbook that is

vocational sector has recently been

of the vendors only offer streaming

as they wish and can share the videos

free and open to redistribute, revise,

providing professional learning about

options for content, so download limits

legally for revision among their peers.

repurpose, remix and reuse. However,

CC licensing. One of the team leaders

the standards referenced in the text

approached teachers throughout

In a primary school in regional

for both the school and students are

A nurse practitioner had just started

A Learning Support Unit at a TAFE

a major barrier. In particular, maths

teaching undergraduate students at

are relevant to North America, not

the institution and collaboratively

support has been flagged as a priority.

an Australian university. The current

Australia. The lecturer provided a core

planned authentic assessment that

Some of the teachers have found

course needed redevelopment and

set of readings for the students to

will allow students to actively support

Khan Academy, a site that offers a

he was told that many students

establish the major concepts of the

their peers. The animation and video

54 | EDUCATION TECHNOLOGY SOLUTIONS

educationtechnologysolutions.com.au

active experience that has impact on communities based on a ‘common wealth’ of knowledge. In the midst of government reports signalling under-representation in education by designated societal groups and rising costs of textbooks and other subscription-based resources, educators are considering alternatives to expensive, outdated notions of knowledge control. Exacerbating the situation are antiquated copyright laws.

One of the earliest copyright laws was subtitled ‘a law for the enhancement of learning’ and the irony of this statement in contemporary society is not lost on educators. Applying to use, copy and distribute proprietary resources can be confusing, complex and costly. Furthermore, whilst educators can access the research output of their peers easily, accessing learning and teaching content is often considerably harder.

OER are the cornerstone of this practice. Shared freely and openly on a global scale, OER are digitised (but not only digital) resources that are created for learning and teaching, and bear

IN THE MIDST OF GOVERNMENT REPORTS SIGNALLING UNDERREPRESENTATION IN EDUCATION BY DESIGNATED SOCIETAL GROUPS AND RISING COSTS OF TEXTBOOKS AND OTHER SUBSCRIPTIONBASED RESOURCES, EDUCATORS ARE CONSIDERING ALTERNATIVES TO EXPENSIVE, OUTDATED NOTIONS OF KNOWLEDGE CONTROL.

streamed tutorials, or asynchronously in a forum.

Meanwhile, a high school science teacher planned to introduce final year students to research concepts in the discipline, but needed some journal articles to do so. Using Google Scholar, she unearthed a wealth of recent literature, but access was denied due to a pay wall – often asking as much as one hundred dollars per article. Turning to colleagues on Twitter, she asked for advice and a friend from university provided a link to the Directory of Open Access Journals (DOAJ). The site provides access to tens of thousands of journal articles that are published under a CC licence as ‘open access’. They are free to access, download, copy and distribute. After a few hours, the teacher was able to curate a small collection of articles for the students to use in learning activities this term.

OER are about free and open access to knowledge, providing learners with quality resources at little to no cost, and creating new and flexible choices to support both face-to-face and online learning.

an open licence, such as CC. These

OER embraces the teacher’s role

licences exist within the legal structure

as a specialist curator, using his/

of countries (Australia recognises the

her discipline knowledge to collect

legal legitimacy of the licences at the

meaningful, high-quality resources

federal level) alongside copyright. The

that support student learning.

production course leaders both agreed

major difference though is that a CC

However, OER also acknowledges

that their students will work with the

licence explicitly states upfront what

that, as access to information and

Learning Support staff as clients to

types of use are permitted – other

digital tools increases, students are

develop a brief, create resources and

users do not need to contact the author

creators and co-creators of knowledge

then revise the resources based on

of the resource as long as their usage

and resources that can advance

feedback. The students retain the

is described under the licence.

understandings. In the classroom,

ownership of the resources and the

OER offers an alternative to high-

A photography teacher needed

cost, bandwidth-intensive resources

right to be attributed as the authors, but

a range of images as sparks for

the open licence allows them to share

discussion in class about the use of

the resources freely. These learning

light. In the past, the lecturer has used

can reuse any of the images, provided

contracts by instead using licences

resources become part of the students’

books from the library and passed

that attribution of the photographer

that convey rights and responsibilities

ePortfolio for prospective employers

them around the class during the

is given. In a relatively short amount

in ‘plain language’ terms. The choice

to demonstrate real-world skills, and

activity, but with increasing numbers

of time, the lecturer has a small

then is how one leverages these

the TAFE now has a suite of resources

of online students, this simply does

portfolio of images (attributed to

resources to create stimulating learning

designed by students, for students.

not provide equivalency of experience

show the original author and linking

experiences that engage all students

for the entire cohort. Instead, the

back to the site) for students to use.

– not just those who can afford

of the types of transformative and

lecturer uses Flickr, setting the search

As they are now hosted online in the

traditional education.

authentic practices that have the

parameters to only include images

learning management system, both

potential to not only reduce the barriers

that can be reused under a CC

on-campus and online students share

and cost of education at all levels, but

licence. From the results, she is able

a common pool of resources and can

(Open Educational Practice) at the

to make education a participatory,

to select those that state other users

discuss them either synchronously in

University of Southern Queensland. n

These are only a few examples

educationtechnologysolutions.com.au

governed by restrictive subscription

Adrian Stagg is the Manager

EDUCATION TECHNOLOGY SOLUTIONS | 55

| GET CONNECTED

WHAT TO EXPECT FROM EDU-TECH IN THE CLASSROOM THIS YEAR

BY MEI LIN LOW

60 | EDUCATION TECHNOLOGY SOLUTIONS

educationtechnologysolutions.com.au

Perhaps not surprisingly, a recent

Technology analyst International

Program – Literacy and Numeracy

Data Corporation (IDC) has forecast

(NAPLAN) going online, or even

KPMG report (Gabel, 2017) also

education spending in Asia Pacific will

Australian of the Year Eddie Woo’s

found that innovation within the digital

top US$11.8 billion by 2020. It seems

video approach to teaching, the role

environment remains a high priority for

Australia is taking a good chunk of that

of technology and its role in acting

business leaders going into 2018. Why

sum given Prime Minister Turnbull’s

as a catalyst for innovation within the

is this relevant to the education sector?

innovation agenda for schools,

education sector remains significant.

which includes funding to boost

This is particularly true if educators are

is accelerating digital transformation

Science, Technology, Engineering and

to adequately prepare students of today

for both educators and students alike.

Mathematics (STEM) education, along

for the jobs of tomorrow with skills in

Just take a quick look at the latest

with Gonski 2.0 funding reforms.

cross-disciplinary, critical and creative

Programme for International Student

thinking, problem solving and digital

Assessment (PISA) findings, which

technologies (Education Council, 2015).

ranked Australian students among the

Whether readers agree with such reforms, the National Assessment

educationtechnologysolutions.com.au

This rapidly changing landscape

EDUCATION TECHNOLOGY SOLUTIONS | 61

| GET CONNECTED

world’s best for collaborative problem

Budget to support women in STEM and

intelligence technologies in education

that measure in real time as they

solving (Education Matters, 2017).

entrepreneurship; as well as a further

(AIEd) shows no signs of slowing

happen and can adapt content

AU$24 million to establish a Rural

down. A recent report published

accordingly. This is starting to

to overcome to ensure students

and Regional Enterprise Scholarships

by Pearson (Luckin et at, 2016)

happen, with more intelligent app

have the right set of skills to thrive in

program targeting STEM fields of study.

analysed how AIEd will transform

platforms for learning, like Phonics

tomorrow’s workforce. For example,

With all these external forces at

education. Imagine the possibilities

Hero, which have parent and teacher

However, there are more challenges

a recent report by Australia’s Chief

play, here are my thoughts on the

of each student having his or her

portals that track progress in real

Scientist said that women currently

technologies taking centre stage

own virtual learning assistant, or a

time, helping follow the progress of

comprise just 16 percent of its total

in the classroom over the next

bot powered by AI that can support

each student – whether they are at

STEM workforce. It was encouraging

12–18 months:

a student throughout their studies,

home on an iPad, in the classroom,

to see the Turnbull Government’s

1. Artificial Intelligence in Education

creating a personalised learning

on an interactive whiteboard or sitting

AU$8 million allocation in the FY18

The integration of artificial

journey. Or new assessment models

at a laptop.

62 | EDUCATION TECHNOLOGY SOLUTIONS

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Google Expedition and Windows 10’s

savings and operational efficiencies

Mixed Reality Viewer are continuing to

through increased cloud-related

change the way subjects are taught as

IT consolidation and shared

students and educators engage with

services initiatives.

content and externally-based experts in new ways – blending the real and

5. Coding Grows from Strength to

virtual worlds.

Strength Coding continues to grow in popularity

3. The Hyper-Collaborative Classroom

and the way it is taught is fast evolving.

Using video collaboration and digital

There is a much-needed increase in

content sharing can deliver on-

private sector technology partners

demand or personalised learning,

developing innovative educational

enabling access to experts not

content and providing guest expertise

possible before and providing richer

and knowledge transfer.

Microsoft continues to develop

learner experiences for remotebased students. Imagine that the

its Minecraft coding programs where

next step for students, teachers and

students get to learn how to code in

schools would be to go from being

real time inside the game. Many other

collaborative amongst themselves to

companies are also investing in coding

hyper-collaborative – bringing together knowledge, capabilities and ideas from different institutions, industries, ecosystems and geographies.

A great example of this is happening right now in Australia.

Major corporates are backing a new educational Women in STEM program, connecting female students with real-life mentors in the corporate world via an online platform that allows them to see what happens within the business world.

I anticipate that for this year and beyond, more educators will be willing to embrace the idea of ‘anywhere learning’ within the classroom, enabling students to learn the way they want, where they want and in a hypercollaborative manner.

IN THE SAME WAY THAT AI TECHNOLOGIES AND MACHINE-LED LEARNING HAVE DRIVEN THE SMART HOME MOVEMENT, THERE IS A SIMILAR MOVE TOWARDS CREATING SMART CAMPUSES.

for kids, producing everything from STEM starter kits to accelerated design thinking and logic to professional e-modules for teachers to ensure they have the tools to teach coding within the classroom.

Science Fiction or Reality?

As technology continues to improve, so too does user expectation around being able to connect instantly, from any device or learning space. Likewise, while emerging technologies like AI, bots and virtual learning assistants may still feel like science fiction to many, they will soon be as familiar as using iPads or working inside a video meeting room.

For many, digital transformation is focused on investing in the right technologies that will deliver more

4. Smart Campuses in the Cloud

open and intuitive collaboration

In the same way that AI technologies

environments. This is only the

and machine-led learning have driven

beginning. In the coming months,

2. Immersive Experiential Learning

the smart home movement, there is a

expect to see more innovation and

With bring your own device (BYOD)

similar move towards creating smart

new ways that everyone will benefit

programs now standard in many

campuses. This involves harnessing

from ‘next gen’ technologies in both

Australian schools, providing students

ICT excellence in the areas of sourcing,

the classroom and, ultimately, the

with high-speed internet connectivity to

management and accountability,

workplace of the future.

the outside world through devices like

catering to a diverse range of needs

tablets and PCs is becoming ‘education

from learners to educators and campus

essential’. This has led to the wider use

administrative teams.

of virtual reality technologies, creating

IDC also suggests that central

Mei Lin Low, Director at Polycom Asia Pacific, is a technologist and advocate for business transformation

truly immersive learning experiences

education organisations will aim

in industries, including education and

both inside and outside the classroom.

to leverage the benefits of cloud-

healthcare, through video, voice and

Tools like Microsoft’s HoloLens,

based technologies to drive cost

collaboration tools. n

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| FEATURE

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LEADING ACADEMIC INNOVATION THROUGH TECHNOLOGY

“The pedagogy always comes first.”

BY JONATHAN POWLES

As someone who has been working

online learning is no different from

says, taking his lead from philosopher

in a virtual office space, students

all of my career in the area of teaching

face-to-face learning; technology is

John Dewey. For Dewey and Maharg,

managed a number of competing legal

and learning innovation at universities,

merely an enabler.” I suspect that most

it is impossible to separate learning as

transactions – litigation, conveyancing,

it has become almost instinctive in

of us who have worked in academic

an activity or the ‘content’ of what is

contracts, negotiation – and a number

conversations with most teachers to

innovation over the past 20 years have

learned from the world or environment

of ethical issues were sprung on

place technology second. Particularly

heard, and expressed, such sentiments

in which it occurs.

them without warning. There were

in the early days of emergent digital

many times. And I suspect that, by and

learning technologies (say, 1995 to

large, we have been wrong.

2010), the levels of anxiety, or even

In this article, I am going to take a

In 2009, following some of

no lecturers – staff participated in

Maharg’s educational ideas, the

the simulation in role, as managing

Australian National University College

partners, office managers and clients.

downright suspicion, held by many

controversial position – technology and

of Law radically reshaped its Graduate

Apart from an immersive initial

of my academic colleagues about

learning are inseparable and always

Diploma of Legal Practice. Starting

residential week, the entire experience

the value and future of technology-

have been, and by understanding and

with a conventional, semester-based

was online; this was crucial, as it

enhanced learning were palpable. As

embracing this connection by driving

online program, the degree was

allowed the virtual learning space to

a consequence, I and like-minded

change in our technologies, we can

transformed into an immersive,

be shaped to control the simulation.

innovators would default to a position

shape pedagogical behaviour and lead

simulation- and scenario-based

The experience would have been far

of technological apologist, with

academic innovation in our institutions.

learning environment. Students

less rich face to face. The success

enrolled in the course as a whole and

of this innovation underlines the truth

comments like, “Technology is merely

Scottish educational theorist

the tool we use to help us achieve our

Paul Maharg takes a radical view:

were assigned to virtual law firms

of Maharg’s point – the technology is

learning goals” and “Fundamentally,

“technology is the curriculum”, he

of four to five students. Working

the curriculum.

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| FEATURE

pedagogical change was managed

takes the form of these ambulatory

practice in the 12th century, its

key lessons from this initiative was

through changing the technology and

tutorials. Nowadays, educators often

purpose was simply to enable

how the virtual office space shaped

through reshaping the spaces in which

celebrate the Socratic method as an

students to copy texts. Lecturers

the behaviours of academics. They

teachers and learners interact.

admirable active learning strategy,

were hired on the basis of their ability

but can overlook the technology

to speak loudly and clearly, so the

Behind the scenes, one of the

logged into the learning management

This idea has an ancient lineage.

system and their traditional roles of

In the fourth century BC, Plato’s

– the learning space and mode of

students could take dictation of the

lecturer, tutor and student disappeared

academy was laid out as a courtyard.

interaction – that was at its heart.

scholarly text being read. Moreover,

into the background. What appeared

Learning happened through dialogue.

The same ancient roots can be

instead were new simulation-based

Scholars and students (not that there

found in what is arguably the most

directly, and were not re-hired the

roles that the staff were asked to fill.

was often a clear distinction) walked

pervasive higher education learning

following term unless they were

Rather than expound on the theory of

as they talked, and the notion of a

technology – the lecture, delivered

sufficiently comprehensible. This is

contracts, staff were asked to role-

group of collaborative learners in

in a hall or theatre. This technology

why the etymology of the word lecture

play a partner mentoring a new lawyer

physical and intellectual motion was

of mass instruction is medieval in

is from the Latin to read.

on the development of a contract. It

a central pedagogical idea. This is

origin, deriving from the theological

created a wholly new learning and

essentially a social constructivist

sermon, and has always been about

for another two centuries that the

teaching relationship – a much more

model. The majority of Socrates’

the transmission of information. When

students began to employ lecturers

authentic and powerful one. This

philosophy, as recorded by Plato,

it migrated into higher education

with knowledge of the subject, so

66 | EDUCATION TECHNOLOGY SOLUTIONS

lecturers were hired by the students

As Maharg points out, it was not

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The examples of Plato’s academy

implications if such a scheme were

versus the medieval lecture and the

to be introduced at a public Australian

immersive simulated virtual learning

university, it becomes clear that the

environment versus the weekly topic

obstacle to such an innovation is not

content dump show how technologies

technological nor educational – it

and power relations can shape and

is cultural.

drive academic practice, whether innovative or conservative.

Things continue to change.

Through technology, educators now

Uncomfortable though it may be,

have a more closely observed picture

a central point here is that the factors

of student behaviour than ever before.

influencing academic innovation

Learner analytics allow nearly all

and change are not always – or not

aspects of students’ learning activities

mostly – about best practice. It would

to be monitored. Teachers can match

be attractive to think that, because

the text in their assignments, measure

educators now know theoretically

their keystrokes to ascertain identity,

what pedagogical approaches result

check when and for how long they

in high-quality university learning and

access their learning resources and

what results in poor outcomes, that

even use artificial intelligence (AI) to

automatically the evidence-based best

measure the cognitive complexity of

practice will be adopted. Experience

their forum posts. In general, this is

tells that this is far from the case.

benign – if it can be identified from

Resources (including the scarcest

these analytics that a student is

of all academic resources – time),

likely to fail, teachers can intervene

roles and hierarchies will usually take

to provide them support before

precedence over other factors unless

it happens.

those leading and managing education

The flip side of educational big

explicitly drive behaviours in a

data is teaching analytics. If, from

different way. Notably, technology can

these analytics, it can be identified

play a crucial role in the restructuring

that half the class is about to fail, then

of academic work to achieve better

a different intervention is required.

quality outcomes for students.

There, most likely it is the teacher

There is an Australian private

that needs support and development.

higher education provider that delivers

When these analytics are fully

leadership training using a mainly

functional, then technology will

synchronous online model. Academics

truly drive academic innovation and

lead interactive online seminars of up

quality enhancement.

to a dozen participants. Because the tutorial is captured, it enables a crucial

Change will come. The question is, will it be a good thing?

that they could provide their own

many modern course sites consist

part of the quality enhancement cycle

explanatory notes (glossa) on the

of weekly topics, each of which

to occur. After every single seminar,

source text. Before this time, senior

is an information dump of PDFs,

an educational designer – who has

Vice-Chancellor, Academic Innovation

scholars themselves were far too

PowerPoints and lecture recordings,

specialist educational qualifications

at the University of New England,

busy to waste their time with the

with weekly quizzes testing

and experience, unlike the subject

where he has responsibility for leading

technology of the lecture; reading

surface learning, often managed

matter expert who led the seminar

strategic pedagogical change at

aloud texts was a secondary task,

by administrative staff. Here, the

– will review the recording and

Australia’s largest online university.

best left to the medieval equivalent

technology is making it very easy

provide constructive feedback to the

Previously he has held a number of

of specialist professional staff. Thus,

to resist academic innovation and

seminar leader about what worked

education leadership positions at

the 11th century academic innovation

perpetuate poor learning practice a

well and what could be improved.

several universities in Australia and the

that placed the lecture at the heart of

millennium old.

These feedback reports form part

UK. Originally a music academic, his

of the academic’s performance

particular interests are in educational

university education was driven not

I am entranced by what history

Professor Jonathan Powles is Pro

by educational considerations, but

can tell us about the relationships

review. By all accounts, the student

change leadership and management,

by a combination of its efficiency as

between technology and academic

experience with this provider is

professional learning, and innovative

a technology and by relationships

innovation (and resistance), and

outstanding. The technology – the

learning technologies, in particular

of academic hierarchy and power.

the relevance those lessons have

captured tutorial – is what enables

those which enable authentic, social

Arguably, little has changed. Far too

for educators’ modern practice.

change. If one considers the industrial

and connected learning. n

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EDUCATION TECHNOLOGY SOLUTIONS | 67

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