FOR PRINCIPALS | EDUCATORS | NETWORK ADMINISTRATORS
ISSUE 82
How Aussie Teachers Are Using
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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
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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
Lou Deibe
Find out More and Register @ www.iwb.net.au Email: team@iwb.net.au Call: +612 4647 0783
Mark Burgess
Tamara Sullivan Ormiston College Students
Twin Waters Resort - Sunshine Coast, August 2018
Thursday 16, Friday 17 and Saturday 18 August 2018
gram o r P - New e u n e New V
| 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