FOR PRINCIPALS | EDUCATORS | NETWORK ADMINISTRATORS
USING
E D U C AT I O N T E C H N O LO GY S O LU T I O N S I S S U E 8 0 O C T / N O V 1 7
ISSUE 80
in the classroom
w w w. e d u c a t i o n t e c h n o l o g y s o l u t i o n s . c o m . a u
OCT/NOV 2017
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CONTENTS ISSUE 80
28
46 20
REGULARS
FEATURES
8 FROM THE EDITOR
28 COVER STORY
16 INTERACTIVE LEARNING
46 LET’S TALK PEDAGOGY
Dr Michael Cowling, a senior lecturer in educational technology and co-founder of The Mixed Reality Research Lab in collaboration with Bond University, looks at the use of mixed reality in the classroom and its possible implications for the future of education.
Mal Lee and Roger Broadie ask why the digital education provided by the schools of the world over the last quarter of a century warrants a strong F grade.
Gary Bass looks at the implications of virtual reality for education.
10 CYBER CHAT 12 CALENDAR OF EVENTS 66 TECH STUFF 68 PRODUCT SHOWCASES
20 OUR QUEST INTO THE DEPTHS OF GAMIFICATION
74 NOTICEBOARDS
How do you use gamification and flipped learning to develop students of all abilities into selfmotivated collaborative learners who understand that they can grow, regardless of where they are starting from?
42
34 MINDFULNESS MEETS TECHNOLOGY How can we teach students to be digital citizens and ignore the increased distractions and challenges that come from an increasingly connected society?
24 PLUGGED IN What is Destination Imagination and how is it helping students across Australia embrace STEM?
38 OFFICE SPACE Why do we need a management approach to implementing new technologies and pedagogies in the classroom?
42 NEXT STEP
50 PROFESSIONAL DEVELOPMENT Mike Reading gives three possible reasons as to why your professional development plans might be falling apart.
58 TEACHING TOOLS How can you implement Google’s G-Suite effectively in your classroom?
62 GET CONNECTED Brett Salakas gives you a teacher’s guide to virtual reality.
Shelly Kinash and Bill Wade of the University of Southern Queensland look at ways schools can develop minimum viable solutions to improve outcomes around education technology.
54 CODE CLUB AUSTRALIA – SHAPING THE WORLD THROUGH DIGITAL TECHNOLOGY EDUCATION How can we ensure that students have a basic understanding of computer coding beyond simple output, including the processes in lateral thinking and problem solving?
4 | EDUCATION TECHNOLOGY SOLUTIONS
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FROM THE EDITOR www.educationtechnologysolutions.com.au
EDITORIAL
EDITOR John Bigelow EMAIL john@interactivemediasolutions.com.au SUBEDITORS Helen Sist, Ged McMahon
CONTRIBUTORS Dr Michael Cowling, Pete Whiting, Emily McClean, Kelly Tagalan, Mal Lee, Roger Broadie, Jackie Sliverio, Gary Bass, Bill Wade, Shelly Kinash, Anuj Dhawan, Brett Salakas, Mike Reading, Peter Parker.
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
PHONE 1300 300 552 EMAIL admin@interactivemediasolutions.com.au $57 AUD per annum inside Australia
ACCOUNTS
PHONE 1300 300 552 EMAIL accounts@interactivemediasolutions.com.au
PUBLISHER
John Bigelow Editor
T
he use of video games in education is a concept that has received mixed reviews over the years. As recently as only five years ago, the vast majority of
educators were convinced that videos games were not only a major impediment to academic achievement (as they distracted students from study and wasted time), but that video games also potentially incited a range of negative side effects. This belief was in part driven by the existing body of research around the proliferation of violent video games and the impact of such games on attitudes towards violence amongst
ABN 56 606 919463
Level 1, 34 Joseph St, Blackburn, Victoria 3130 PHONE 1300 300 552 EMAIL enquiries@interactivemediasolutions.com.au WEBSITE www.educationtechnologysolutions.com.au
DISCLAIMER
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.
male adolescents. “The general consensus on violent video games is that, to some extent, they breed violence.” (Milgram, S
think, talk, and act – they let players inhabit – roles
1978, Obedience to authority)
otherwise inaccessible to them.”
“Adolescents who were more hostile tended to
Furthermore, Leonard Annetta, of George Mason
consume more electronic media, play more violent
University states in his 2008 paper, Video games
video games, prefer more violent content, and have
in education: Why they should be used and how
fewer parental limits on the content of their video
they are being used (Theory into practice, vol 47.3,
games.” (Gentile, DA et al. 2004 ‘The effects of violent
pp.229–239.), “The video games in education
video game habits on adolescent hostility, aggressive
conversation can be couched in developmental
behaviors, and school performance’ Journal of
psychology (play), learning theory (constructivist),
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.
adolescence, vol. 27.1, pp.5–22)
and 21st century skills.”
and bad in everything. For every unnecessarily violent
problem solving, critical thinking and eye hand co-
WRITTEN CORRESPONDENCE TO:
video game, there is an equal number of games that
ordination has to be seen as a positive thing. As an
can teach students problem-solving skills, encourage
extension to gaming, we are now beginning to see
the use of mathematical, planning and science skills
the emergence of augmented reality, virtual reality
and engage students in ways that traditional teaching
and mix reality, which combines the two. Education
has been unable to achieve. According to Shaffer et
is changing in ways that just ten years ago, we could
al. in their 2004 working paper titled Video Games and
never have imagined. What happens over the next ten
the Future of Learning, published by the Wisconsin
years is anybody’s guess. In this issues cover story,
Center for Education Research:
Dr Michael Cowling, a Senior Lecturer in Educational
Level 1, 34 Joseph St, Blackburn, Victoria 3130 1300 300 552 enquiries@interactivemediasolutions.com.au
However, like so many things in life, there is good
“The first step towards understanding how video
8 | EDUCATION TECHNOLOGY SOLUTIONS
008-009_ETS Editor's Letter.indd 8
Any tool which actively engages students in
Technology at CQUniversity and founder of the
games can (and, we argue, will) transform education
CREATE Lab looks at mix reality in the classroom
is changing the widely shared perspective that games
and how it helps students understand what the
are ‘mere entertainment’. More than a multibillion
future might bring, and how the world might change.
dollar industry, more than a compelling toy for both
We hope you enjoy this issue and if you haven’t
children and adults, more than a route to computer
already done so, make sure you visit our website and
literacy, video games are important because they let
subscribe to the digital version of the magazine. For a
people participate in new worlds. They let players
limited time it is completely free! n
educationtechnologysolutions.com.au
20/09/2017 12:04 pm
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shaping tomorrow with you
008-009_ETS Editor's Letter.indd 9
20/09/2017 12:04 pm
| CYBER CHAT
W
discussions and questions, and helpful
Australia Police, Tasmania Police,
of interconnected
only) nationally delivered crime
information for teachers to better
and Western Australia Police. The
devices and social
prevention program.
understand how and why young people
presentations will generally run for
engage in this behaviour.
45 minutes, however we recommend
ith the rapid proliferation
media platforms over
It is Australia’s first (and
As part of the program, the AFP
allowing an extra 15 minutes for
the last decade, online safety and
have developed a Teacher’s Toolkit.
security has become more relevant
This Teacher’s Toolkit initiative has
individual age groups or to address
now than at any other time in our past.
been developed to assist teachers
issues relevant to the group, however it
The challenge, especially for educators,
in addressing specific issues in the
is most suitable for Years 7-10.
is navigating the maze of information
classroom environment. ThinkUKnow
In addition to the Teacher’s
To book an adult presentation, visit the
and resources currently available to
Teacher’s Toolkits include classroom
Toolkit, interested schools can book
ThinkUKnow website http://thinkuknow.
supposedly help educate and forewarn
activities, videos, and information
live presentations.
org.au and click the Presentation link.
students about the myriad of dangers
on where children can go to for
that abound online. Which ones are
further help. They aim to prompt
designed for parents, carers and
volunteers to find an available presenter
current, credible and safe? Thankfully,
open discussion among students on
teachers and are available for schools,
for your proposed date.
one program from the Australian
technology and how to use it in a safe
community groups, and organisations
Federal Police meets all of
and positive way, and align with the
across Australia. Delivered by
click on the ‘Book a ThinkUKnow
these criteria.
Australian Curriculum.
This lesson can be adapted to suit
The adult presentations are
questions and further discussion.
Booking process
AFP staff will liaise with their trained
To book a youth presentation,
trained, accredited, volunteers from
Presentation’ link on the http://
A key focus for ThinkUknow
law enforcement and our industry
thinkuknow.org.au website. The
the United Kingdom by the Child
presentations is to empower parents,
partners (Microsoft, Datacom and
majority of booking requests will be
Exploitation and Online Protection
carers and teachers to communicate
Commonwealth Bank), the AFP
directed to your local police crime
Centre (CEOP) and was developed
openly with young people about what
aim to provide information that is
prevention area, although in some
for Australian audiences by the AFP
they do online, the challenges they may
accurate, relevant and actionable. The
cases, due to the large regions covered
in 2009.
face, what they can do and who to talk
presentations will generally run for 60
by each police force, you may receive
to if they have an issue.
minutes; however, they recommend
a notification request to contact your
allowing an extra 30 minutes for
local police station directly.
ThinkUKnow was started in
The program is a partnership between the Australian Federal Police (AFP), Microsoft Australia, Datacom
Teacher’s Toolkit
and the Commonwealth Bank, and
The ThinkUKnow Teacher’s Toolkit has
is delivered in collaboration with
been specifically developed around
Years 3-12 and tailored specifically
If you require more information or need
the New South Wales Police Force,
the issue of sharing personal sexual
to the current topical issues each age
assistance, you can:
Northern Territory Police, Queensland
content (also known as sexting) to
group might face online. The Youth
• visit Booking FAQ page
Police Service, South Australia Police,
assist teachers and schools talk to
presentations are delivered by ACT
• contact 1300 362 936 during
Tasmania Police, Western Australia
young people only about this matter.
Policing, New South Wales Police
Police and Victoria Police as well as
This toolkit includes a classroom
Neighbourhood Watch Australia.
10 | EDUCATION TECHNOLOGY SOLUTIONS
010-015_ETS80 Regulars.indd 10
activity, an education video, classroom
questions and further discussion. Their youth presentations are for
Force, Northern Territory Police, Queensland Police Service, South
MORE INFORMATION
business hours • send us an enquiry via our online Contact Form. n
educationtechnologysolutions.com.au
20/09/2017 12:04 pm
P a r t o f t h e F l i p p e d L e a r n i n g 3 . 0 W o r l d To u r
Friday 20 and Saturday 21 October 2017 | Inaburra School, Sydney
This conference is part of the Flipped Learning 3.0 World Tour. There are big changes on the road ahead for teachers, education leaders and administrators. Attend to get a wake-up call and a Flipped Learning 3.0 roadmap combined. Break-out sessions will focus on: • A beginner stream • Making flipped resources • Pedagogy and best practice • Subject specific • Experienced Flippers Stream • Assessment • Scaling up • Research • Flip a lesson • What happens at home The Masterclass Program includes the full conference program PLUS another 6 hours dedicated to specially designed Masterclass sessions. Masterclass sessions target mastery level and offer you an extended conference experience.
Keynote 1: Jon Bergmann IT’S TIME: Flip or Flop – 3 forces turning schools upside down, whether we’re ready or not
Keynote 2: Joel Speranza From Talkies to YouTube, the power of the Moving Image finally realised
Keynote 3: Errol St.Clair Smith What’s Next? – introduce new ideas without losing your mind, credibility or your job
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: 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.
PRESENTED BY: Contact Us: flipconaus@iwb.net.au
010-015_ETS80 Regulars.indd 11
For more information about costs, program options and how to register go to: flipconaus.com
20/09/2017 12:04 pm
| EVENTS CALENDAR
EduTECH Africa 2017
conference embracing Flipped
• Assessment
3-4 October
Learning. Emerging and established
• Scaling up
National FutureSchools Expo & Conference
Sandton Convention Centre,
flipped educators will want to attend
• Research
21-22 March 2018
Johannesburg
this concentrated, high touch, hands-
• Flip a lesson
Melbourne Exhibition & Convention
EduTECH Africa will take place
on conference.
• What happens at home
Centre
in Johannesburg, South Africa in
If you have no prior experience in
The National FutureSchools Expo
October 2017. With 1000s of visitors
flipping a class or school, the beginner
in attendance at our 2015 and 2016
track could be for you. However, you
BETT Show
runs in March and will be held
events, EduTECH Africa is the symbol
will still get a great deal out of any
24-27 January 2018
at the Melbourne Convention &
of just how much potential Africa
other concurrent session so don’t be
Excel London
Exhibition Centre.
holds for technology, innovation and
afraid to choose from there too.
Bett is the first industry show of the
implementation in the classroom.
If you have been flipping your class
is an annual two-day event which
It is the sister-event of EduTECH
year in the education technology
(Australasia and Asia Pacific’s largest
for a while now, you can choose from
landscape, bringing together 850
education event). It consists of one
all aspects of education are
a wide range of tracks and Spotlight
leading companies, 103 exciting new
central exhibition and five parallel
brought together to deliver greater
sessions, many choices to suit
edtech start ups and over 34,700
conferences designed to tackle five
learning outcomes for learners in
every level.
attendees (131 countries represented)
specific areas of the future school:
from the global education community,
• Future Leadership
EduTECH Africa is where
all environments.
If you have reached or would like
For more information visit www.
to reach Mastery level, you can select
that come together to celebrate, find
• Young Learning
terrapinn.com/exhibition/edutech-africa
the Masterclass option, an extended
inspiration and discuss the future
• Special Needs
conference experience.
of education, as well as the role
• Teaching about and using emerging
Sessions will focus on:
technology and innovation plays in
FlipCon Australia 2017 with Jon Bergmann
• A beginner stream
enabling all educators and learners
• Making flipped resources
to thrive.
20-21 October 2017
• Pedagogy and best practice
For more information visit www.
The five conferences at the National
Inaburra School, Sydney
• Subject Specific
bettshow.com
FutureSchools Expo have all been
FlipCon Australia 2017 is a national
• Mastery
12 | EDUCATION TECHNOLOGY SOLUTIONS
010-015_ETS80 Regulars.indd 12
technologies • STEM, coding, robotics and the new digital curriculum.
designed to cater for senior leadership
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| EVENTS CALENDAR
which you can present to your representative body. For more information visit futureschools.com.au
EduTECH Australia 2018 7-8 June 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 8,000+ educators, as well as hosting an official event dinner for 800 guests, 250+ exhibitors and free seminars for exhibition visitors. EduTECH is the only event that brings together the entire education and training sector (primary, secondary, tertiary and workplace learning) plus libraries, government, suppliers and worldrenowned speakers all under one roof. As a delegate, you can choose from a wide variety of conference streams designed for your role, ensuring you get the most out of your professional development investment. Furthermore, EduTECH works with industry to subsidise registration costs to make the conference an affordable and accessible investment in your learning. • Access the very best speakers from Australia and around the world. • Share ideas, successes and challenges. • Discuss, debate and take away implementable outcomes. working in different roles within
industry to subsidise registration costs,
with multiple streams, plus focused
K-12 education.
making this an accessible investment
breakout sessions, MasterClasses
in your learning.
and interactive exhibition seminars
Whether you want to focus your
• This is a second-to-none networking opportunity. • Tailor-make your own experience
engagements on Principals and the
At the National FutureSchools
and displays (not to mention hours of
and choose from eight large
Senior Executives, prefer to talk to
event, educators have access to the
networking functions) – meaning that
congresses, with multiple streams,
the real implementers of technology
very best speakers from Australia and
you gain the benefits of a bespoke
plus focused breakout sessions,
teaching at the coal-face, or are looking
around the world. You can share your
niche program, focused on YOUR
masterclasses and interactive
to meet people in specific roles such
ideas, successes and challenges with
needs, combined with more than 1,500
exhibition seminars and displays
as Foundation or SEN Coordinators,
over 4,000 attendees in similar roles
like-minded education professionals.
(not to mention hours of networking
the event is structured to appeal to the
to discuss, debate and take-away,
people you want to speak to.
implementable outcomes.
Perhaps most importantly, National
Just as importantly, you can tailor-
And of course, earn Professional Development points – when you register, simply tick the box
functions). • See what is on offer and save time by meeting with suppliers in one place, at one time.
FutureSchools is affordable… the
make your own experience and learn
indicating that you wish to apply for
organisers know the education sector
what YOU want to know about – you
CPD/PD Points, and we will post
Visit www.edutech.net.au for more
has limited funds, so they work with
get to choose from five conferences,
you a Certificate of Attendance
information. n
14 | EDUCATION TECHNOLOGY SOLUTIONS
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| INTERACTIVE LEARNING
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Fof A I L U R E SCHOOL DIGITAL EDUCATION BY MAL LEE AND ROGER BROADIE
• All 22 school districts with 1:1
The digital education provided by the
of teachers devoted millions of hours
controls, professional disempowerment,
schools of the world over the last quarter
striving to provide the young the desired
the level of resourcing, working
programs require parents to
of a century warrants a strong F grade.
digital education. Many devoted their
conditions, legal obligations, a mandated
acknowledge there is no expectation
lives to the quest. The reality is that all
curriculum, external exams, buying
of privacy in the use of the device,
society, it is imperative they have
were obliged to do so within a traditional,
procedures, auditors, national standards
even if the schools explicitly allow the
normalised the 24/7/365 use of digital
linear, hierarchical, Industrial Age
and the endless requirement to provide
device to be used by parents or for
technology, and that it underpins their
organisational structure, with factory-like
the ‘office’ accountability data (Lee &
learning and growth. Most schools
processes, mindset and culture. They
Broadie, in press).
globally have demonstrated for 20 plus
were schools where the heads invariably
years their inability to normalise the use of
had – and still have – little understanding
invariably addressed in a discrete subject,
digital technology.
of digital technology, and where the
highly structured, linear, sequential
In educating the young for a digital
Teaching of digital skills/literacy was
non-school purposes. • Eleven districts specify that they can remotely access a student’s 1:1 device at any time and for any reason. • Only six districts that indicate that
government, despite the rhetoric,
and regularly assessed and reported
they have the authority to remotely
globally were using their digital
attached little importance to every child
upon. It was done over the year, when
access state that such access does
connectivity daily (ITU, 2016; Meeker,
growing their learning through digital
scheduled, within the school walls and
not include monitoring via the camera
2017). Near on a billion young people
means (Lee & Broadie, in press).
firewall, without regard to context, student
were doing so, from as young as two
The authors saw far too many
In 2016, 3.4 billion plus people
or microphone (ACLU, 2017).
need or indeed what student learning
It allowed the network managers to watch
years of age (Futuresource, 2017). And
highly able and devoted teachers leave
occurred outside the walls. Teachers were
the young girls and boys in the privacy of
yet few acquired that digital capability in
teaching, burnt out, disenchanted and
obliged to use a centuries old Industrial
their bedrooms. How this was supposed
a school.
utterly frustrated by ineffectual heads,
Age learning model to educate students
to enhance learning is difficult to deduce.
bureaucrats and network managers
on the application of exponentially
One can, however, see why the American
connected families of the developed
who imposed inordinate, often irrational,
evolving media.
Council of Civil Liberties was concerned.
world have normalised the use of digital
controls on their teaching. With the
in every facet of their lives (Wellman et
Since the latter 2000s, the digitally
Atop those constraints, network
The Australian Capital Territory
advantage of hindsight, history reveals
managers imposed their own, often
(ACT) education department, in its
al, 2008; Lee & Broadie, 2017a). Digital
teachers were asked to provide a digital
unilaterally controlling every facet of
wisdom, decided to ban the use of all
technology underpins every facet of the
education for a rapidly evolving world in a
digital usage. For most of the last 20 plus
Apple technology in its schools, a ban
families’ life, work and learning. But not in
dated, inflexible organisational structure,
years, they employed a one-size-fits-
still in place today. It was done at a time
most schools.
with their hands tied. They were expected
all approach for K-12, deciding on the
when the rest of society had long been
to do the near impossible.
operating system, device, software the
technology agnostic, Apple was the
The level of control placed on
students would and would not use and
world’s largest technology company and
of the young, giving them a monopoly
teachers, and increasingly the school
the network controls, preventing the use
global digital leader, and one assumes in
and investing billions of dollars, schools
heads, by government, the bureaucracy
of any student technologies.
the belief it would enhance the children’s
globally in 2017 markedly lagged the
and network managers, was crushing and
societal digital norm, falling ever further
counterproductive. While often working
following two examples exemplify the kind
done at a time when the ACT government
behind (Lee & Broadie, in press).
behind the facade of school autonomy,
of controls teachers had to work within.
had won office on the promise of
Despite governments treating schools as the sole providers of digital education
Since the launch of the World Wide Web in 1993, thousands upon thousands
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every aspect of the teacher’s work was constrained by the likes of hierarchical
While admittedly extreme, the
In Rhode Island (USA), the education authority mandated the following:
digital education. Ironically, it was also
providing every child an iPad! One can but wonder why.
EDUCATION TECHNOLOGY SOLUTIONS | 17
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| INTERACTIVE LEARNING
Since the emergence of the Net, while governments and schools globally have mouthed the right words and have
change, they will fall ever further behind and eventually close (Lee, 2015). Most schools have been unable to
spent considerable monies, the quest
make that move. In marked contrast,
to have digital technologies underpin
the young of the world and their digitally
every aspect of children’s learning and
connected families have, since the advent
development has rarely been a high
of the Web (Lee & Broadie, 2017a),
priority. The focus was, like today, on
readily accommodated that rapid change
the basics, Programme for International
and have used the current technologies
Student Assessment (PISA) scores,
and practices since 1993. In many
maintaining the status quo and the
respects, their success accentuates the
traditional insular place called school.
schools’ failure.
DESPITE GOVERNMENTS TREATING SCHOOLS AS THE SOLE PROVIDERS OF DIGITAL EDUCATION OF THE YOUNG, GIVING THEM A MONOPOLY AND INVESTING BILLIONS OF DOLLARS, SCHOOLS GLOBALLY IN 2017 MARKEDLY LAGGED THE SOCIETAL DIGITAL NORM, FALLING EVER FURTHER BEHIND.
Examine the state/provincial priorities
In believing digital technology to
knowing, governments globally have
are empowering young people to learn
set by principals and one will not find
be vital to their children’s education
long since lost their control of digital
independently and collaboratively, and are
digitally-based learning.
and life chances, in buying the current
education of the peoples of the world.
progressively adjusting their curriculum
technology and empowering the young
In contrast, the structured model of
to complement the learning that happens
personal computer surge of the 80s,
to use it largely unfettered 24/7/365,
digital learning used in the schools that
outside of school. But they are having
schools globally still employ pen and
the digitally connected families of the
ran parallel to the laissez faire model cost
to do this despite governmental and
paper exams in every subject, including
world did what the schools failed to do
governments billions for limited returns.
education authority bureaucratic control
symbolically all Year 12 digital education
– ensure that digital underpinned every
courses. The fact that today’s young
aspect of each child’s life and learning.
Thirty-five plus years after the
are a digital and not a paper and pencil
Moreover, in adopting the laissez faire
In commenting on the success of
and within official accountability and
the digitally connected families and the
assessment systems that ignore the
laissez faire model, it is not to be said
realities of the digital transformation that has happened in society.
generation, or that none could apply
model of digital education to learn how
that all is perfect, or cannot be improved.
for a job with a hand-written note, is
to use and apply the evolving technology
There are many areas for improvement,
conveniently forgotten.
outside the school walls (Lee & Broadie,
not least of which is the need to lift the
and education authorities will recognise
The hope is that some governments
2017b), the families went a long way
digital capability, but the reality is that 3.4
that in the last 20 plus years, the digital
digital evolution and transformation of
towards ensuring the young would not
billion plus people have already proven
revolution has transformed the world
organisations, talks of Digital Darwinism,
only take control of their digital education
the effectiveness of the model.
and the lives of its people, and that
“…when technology and society evolve
but would do so for the rest of their lives.
Brian Solis, a leading authority on the
faster than an organization can adapt”
As the authors delved further into
The structured, tightly controlled
since the advent of the Web the nature
Industrial Age model used by schools
of youth and youth education has
(Solis et al, 2014). That succinctly
their research, it became apparent that:
has, after a quarter of a century of
fundamentally and irrevocably changed.
sums up the situation with most of the
1. The 3.4 billion users globally of the
concerted effort and investment, not
But even starting to recognise this
technology acquired their digital
only failed to deliver, but shows few
requires schools, governments and
understanding using the same laissez
signs of ever doing so.
the bureaucrats to be willing to do a
world’s schools. In the last 20 plus years, the world moved from an analogue to digital base,
faire model of digital education,
with all the associated ramifications.
outside the learning institutions.
It affirmed the inability of inflexible,
2. The dated model employed in the
major rethink.
The Way Forward It is surely time for nations to
For a full list of references, email info@interactivemediasolutions.com.au
Industrial Age organisations, with factory-
schools was the odd one – and not
fundamentally rethink the role of schools
like processes, mindset and culture
the norm.
in the digital education of the young,
Mal Lee is a former director of
and the continued investment therein.
schools, secondary college principal,
– and particularly those like schools
3. Unwittingly and unseen, the people
also tightly controlled by government
of the world have for nearly a quarter
The track record of governments and
technology company director and now
and bureaucrats – to accommodate
of a century naturally grown their
schools would suggest that most will
author and educational consultant.
exponential digital evolution.
digital education, with the trend for
continue with the status quo, regardless.
He has written extensively on the
billions more to soon do so, and to
The hope is that some will recognise
impact of technology and the evolution
do so lifelong.
that since 1993, the digital revolution
of schooling.
As the vast body of digital transformation literature (Westerman et al, 2014; Economist, 2015; Forrester,
Critically, the highly successful laissez
has transformed the world and the
2015; Accenture, 2016) and the
faire model employed by digitally
lives of its people, with the nature of
helping schools get the maximum
closure of thousands upon thousands
connected families of the world:
youth, and youth education, having
impact on learning from technology.
of analogue industries attests, unless
• cost governments nothing, and
fundamentally and irrevocably changed.
He is the Naace Lead for the 3rd
organisations can move to a digitally
was employed without any
operational mode, operate as agile
government effort
Globally, there are exceptional
Roger Broadie has wide experience
Millennium Learning Award. In his
schools that have successfully
30-plus years of working at the forefront
self-regulating units and create an
• will continue to grow, evolve and be
normalised the use of digital, which
of technology in education, he has
evolving tightly integrated digitally-
used by the peoples of the world,
are genuinely collaborating with their
worked with a huge range of leading
based ecosystem and culture that
regardless of what governments
digitally connected families and that have
schools, education organisations and
accommodates the rapid ongoing
and schools opt to do. Without
shown what is possible. Such schools
policymakers in the UK and Europe. n
18 | EDUCATION TECHNOLOGY SOLUTIONS
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The Flipped Classroom movement is sweeping the world. Passionate educators have embraced the model and have been implementing it for over a decade. Flipped Learning has shown great promise and potential, but there have also been several pitfalls. There are a myriad of ways that flipped learning can be compromised by bad practice, inappropriate technology, and poor execution. To that end, the Flipped Learning Global Initiative (FLGI), a worldwide coalition of educators, researchers, technologists, professional development providers and education leaders, has created this Flipped Learning Certification Program. When you complete this course you will be Flipped Learning Certified Level - I. The program includes nine (9) units, takes 7-10 hours to complete and covers these essential topics: • Understanding the pedagogy of flipped learning • Planning for flipped learning • Flipped learning best practices • Tech Tools of the flipped classroom • Effective use of class time • Implementing flipping learning in different subjects and levels • Assessments and flipped learning • Selecting the right technologies • Taking the flipped class to the next level Find out more @ http://flglobal.org/certificationiwbnet/ - (Select the REGISTER HERE button to view the Course Curriculum and preview some free samples). The cost of this course is US $70.00
Are you interested in teaching others how to successfully flip their classrooms? Are you already doing flipped training and wish to validate your skills? Are you interested in becoming a Certified Flipped Trainer and presenting at education conferences? The FLGI train the trainer certification program was created to give Flipped Learning instructors around the world access to the most current global research, global best practices and proven technology. The train the trainer program is the first of its kind. It combines the latest Flipped Learning 3.0 insights, with best practices gleaned from over a decade of delivering flipped training workshops in various subjects, academic levels, countries, and languages around the world. Learn the critical components of how to lead others through the process of changing from traditional models of education to Flipped Learning. The train the trainer program includes eight (8) units, takes 3-4 hours to complete and covers the essential topics.\ Find out more @ http://flglobal.org/traineriwbnet/ - (Select the REGISTER HERE button to view the Course Curriculum). The cost of this course is US $149.00 From IWBNet on behalf of FLGI
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| FEATURE
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BY PETE WHITING
Over the last few years, my
regardless of where they are starting
(usually a video) so they can take care
teaching partner and I have set up a
from. Students always move forward in
of the lower order stuff at home. This
multiplayer classroom that focuses on
our adventure, even if they must take a
frees up time in the classroom to focus
Masters of the Universe: Gamification as an Entry Way to Mastery Learning
collaboration and a growth mindset.
different path than they first thought.
on the higher order tasks and prevents
The greatest video game ever invented
disengagement from those who cannot
is Super Mario Bros 2. It is a great
access the higher order tasks without
side-scrolling platform where a plucky
their teacher there to support them.
little plumber rescues the princess and
We leveraged the time we had been learning to run an asynchronous (read:
Flipped Learning: The Key to the Kingdom
self-paced) gamified (read: mastery-
Our epic journey into the world of
but-with-a-little-awesome-sauce-
afforded by implementing flipped
That is flipped learning 1.0 in a
stomping Koopa Troopas. One of the
gamification was born out of our desire
nutshell. Students engage with new
great things about it is that it requires
thrown-in) course for each of our
to take our flipped classroom to the
content at home and come to school to
mastery. Players cannot half succeed.
classes – Year 8–12 biology and Year
next level. Six years ago, we flipped
explore that content at a deeper level.
They must master the patterns of the
11–12 chemistry). For those readers
all of our classes with game-changing
This left us with a tremendous amount
game before being allowed to move
wondering why they should join our
results, but three years ago we were
of time to use those pedagogies
on. However, it is not frustrating
adventuring party, it is not because it
ready for the next challenge. For the
that we had always dreamed of. We
enough that players stop. There is a
was super fun (even though it was),
uninitiated, flipped learning is where the
wanted to get to a self-paced mastery
difficulty curve; it gets progressively
it is because we have been able to
direct instruction is removed from the
course – our map to that destination
harder and, while it is always
develop students of all abilities into
group learning space to the individual
was gamification. I am sure that it is
challenging, it is never impossible or
self-motivated collaborative learners
learning space. This is done by
possible to get to gamification without
inaccessible. This is what we wanted
who understand that they can grow
providing students with micro-lessons
it, but I do not know how.
our class to be.
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| FEATURE Chocolate-covered Broccoli Game-based Learning and Gamification
working to solve a problem. Our best
There is a difference between game-
mystery, like who murdered their teacher/
based learning and gamification of
mission commander. Not every unit is
learning. Game-based learning is
perfect and they are better this year than
where one plays a game with an
they were last year. Next year, we will get
educational aspect to the gameplay.
even better!
modules culminated in building a model or compiling all the ideas into solving a
OUR EPIC JOURNEY INTO THE WORLD OF GAMIFICATION WAS BORN OUT OF OUR DESIRE TO TAKE OUR FLIPPED CLASSROOM TO THE NEXT LEVEL.
These are also called ‘serious games’
These scenarios happen in the
and have sometimes been referred to
theatre of the mind – we might have the
as chocolate-covered broccoli. At first,
odd image projected on the board, but
they seem like fun, but they can leave
as educators we tend to be storytellers.
students feeling as though teachers are
Tell a story, no matter how silly it is, and
trying to sneak in some learning.
it will increase the buy-in for students.
The quest books (found at www.
The activities in your course need to
catfisheducation.com) have a simple
serve the story.
structure. The scenario is outlined with
have done and, more importantly, how
Gamification has the opposite approach. Gamification is the addition
We have used a quest book.
should never lose XP for poor behaviour or any other infraction. This is a brief introduction of what we
story consequences if they do not fulfil
we have done it. We are not tech heads
its simplest, it might be adding badges
Collaboration
their quests and then there is a table
and we are not super gamers; we just
to achievements in class or behaviour
So, you have your scenario, who are
with their quests. Quests include videos
wanted to give our students something
– think Class Dojo or giving literal
your adventurers? Get the students to
(flipped learning), tasks, experiments,
that they all felt they could achieve and
badges/stickers for student work. This
build a character, an avatar to explore
writing tasks and so on. These quests
push themselves with. We knew mastery
relies on extrinsic motivation and can
the story that you are building together.
can be split further into core quests
was where we wanted to end up, so
be excellent at developing habits if it is
Ours are science classes, so we had
(necessary to move forward) or side
gamification became our mighty steed
not the focus. However, mastery was
students identify with a ‘class’ or a job
quests, which students choose to
of choice.
our goal not gamification, so instead
that they were team leaders for (each
do for extra experience points. The
of gamifying an aspect of our lessons,
team consists of three to four mixed
learning here is very explicit and visible.
Resources
we gamified our whole course design
ability students). We had engineers,
Students know what they need to do to
• Other teachers who are doing it are
from Year 8 students through to Year
mathematicians and librarians/
be successful and they have choices.
12 students. Our gamified classroom is
researchers. Everyone works on each
In fact, in the second iteration, I leant
and contact us through Twitter
modelled on an old school tabletop role
task, but these were self-nominated
heavily on the principles of Universal
(@Mr_van_W) or email. My
playing game (RPG) for the newbies,
roles that others could look to when they
Design for Learning and students
favourite thing to do is to help, share
Dungeons and Dragons style.
needed help in certain areas of work.
were often given freedom in how they
of game-based elements to learning. At
This is the greatest part of most
Choose your Destiny
RPGs and a big factor in deciding on
There are many roads to gamification,
this model. There is no competition
this is ours…
and everything is cooperative play. It
expressed their learning, as long as they address the learning goals.
and learn from other people. • The Multiplayer Classroom by Lee Sheldon and Gamify Your Classroom: A Field Guide to
is multiplayer through collaboration;
Growth Mindset in Gamification
style. The whole year has a theme that
precisely how we want their learning
Experience points (XP) are how gamers
revolves around the colonisation of Mars,
to be.
know they are progressing; this was
Our classes are immersive RPGs in
the greatest resource. Contact them
Game-Based Learning by Matthew Farber are books that we constantly referred to. • http://goblin.education is an
something that we used to great effect
open source teacher professional
in developing a growth mindset. The XP
development course that teaches
(published to the students via a Google
gamification through playing a
RPG style of course design because it
In the tavern, there sits a cloaked stranger. In her hand, she holds a map…
sheet) show the students where they
tabletop RPG out of Oklahoma
was something that we understood and
So, when you set a class up like this
are and if they are meeting the minimum
University developed by Keegan
we could do it super low tech.
you will need a place for the students
standards (important note: self-paced
to access the course. This is the most
does not mean no pace) in work they
Good luck on your quest brave
course outcomes to separate scenarios
tech-heavy part; you will need to build
have submitted.
adventurer. n
that fit our storyline of colonisation of
a platform. For us, this was a Google
Mars. For example, the Year 8 electricity
site (a drag and drop webpage builder
not for achievement. At no point are we
unit revolved around getting the lights on
– make sure you click the ‘new sites’
giving XP for high scores or being the
chemistry and biology teacher at
for the habitat so they could move out
button). For others it was a WordPress
top of the class. Every student can show
Kinross Wolaroi School in New South
of their cramped Mars Lander. These
blog, for some it is a paper handout. Put
growth regardless of their natural ability
Wales. He can be contacted via email
scenarios are where the problem to
simply, the students will need a map of
and this is explicit and visible for the
pwhiting@kws.nsw.edu.au. Follow him
solve comes from. This is the start of
where they are going and what that map
students and the teacher. XP are accretive
on Twitter @mr_van_w or visit www.
the intrinsic motivation – students are
looks like is up to you.
and they never decrease. Students
mrvanw.com for more information
although for my Year 12 chemistry class this takes a turn to murder mystery as we tackle forensics. We settled on the
In getting started, we mapped out our
22 | EDUCATION TECHNOLOGY SOLUTIONS
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Long Wheeler and John Stewart.
XP are awarded for work submitted, Pete Whiting is a science,
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020-023_ETS80 Article 1.indd 23
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| PLUGGED IN
FROM
IMAGINATION TO
INNOVATION BY JACKIE SLAVIERO
24 | EDUCATION TECHNOLOGY SOLUTIONS
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What is Destination Imagination?
that my own students are trying to
The vision of Destination Imagination
students the opportunity to take risks,
(DI) is to be the global leader in
innovate, and hone skills that make DI
teaching the creative process from
alumni some of the most creative and
imagination to innovation. DI’s mission
imaginative thinkers out there! I love
is to develop opportunities that inspire
being a Team Manager. So many of the
the global community of learners
members of the team I have managed
to utilise diverse approaches in
continue to participate in DI as they
applying 21st century skills (creativity,
head into high school, getting more
collaboration, communications and
and more comfortable with the people
critical thinking).
they are slowly becoming.”
The Destination Imagination
solve. Competition aside, DI allows
Students who participate in DI are
program is a fun, hands-on system
encouraged to not only think outside
of learning that fosters students’
the box, but they are guided to believe
creativity, courage and curiosity
there is no box. In the guidelines for
through open-ended academic
Team Managers, Rules of the Road,
challenges in the fields of science,
there is a very simple rule – If it doesn’t
technology, engineering and
say you can’t, you can.
mathematics (STEM). The participants ethics, respect for others and their
Destination Imagination Lands in Australia
ideas, and the collaborative problem-
Because of Spencer, I took a ‘giant
solving process.
leap’ and signed to be the Affiliate
learn patience, flexibility, persistence,
Within this global competition,
Director of Destination Imagination
Destination Imagination Australia
Australia. It has been a whirlwind
teams are given the choice of a
since then. Supported by the US
science, technology, service learning (outreach) or an engineering challenge to solve.
Consulate and the US Embassy, in February we did a roadshow stretching from Sydney, through Canberra, to Melbourne. We ran a few workshops
Why Destination Imagination?
feedback was amazing. It was not too
a great mate, Spencer
long before schools were signing up
Kiper, who is one of those
whole year groups to ‘do DI’. It was also at this time we
you had as a student
received financial support to take four
and wins awards for his
teams to the Destination Imagination
incredible work. I asked
Global Finals in Knoxville, Tennessee.
Spencer to tell me, out
Destination Imagination Global Finals
of all the programs he
is an annual competition that assesses
delivers, why DI.
students’ problem-solving ability. The
“Destination
competition is in two parts – a long-
Imagination offers so
term challenge that assesses problem
much to our youth, it’s
solving within a particular domain, and
hard to say what I love most
an instant challenge where students are
about the program. However,
given a problem that they must solve
if I were being honest, it
and present the solution within five to
inspires me to know that from all corners of the
024-027_ETS80 Plugged In.indd 25
Process and instant challenges. The
I first heard about DI from
educators that you wished
educationtechnologysolutions.com.au
with teachers, teaching the DI Creative
10 minutes. We took two high school teams from Parramatta Marist in
Earth, there are children
Sydney and two primary school teams
working together to
from Firbank Grammar in Melbourne to
solve situations
represent Australia for the first time in
and problems
the history of Destination Imagination.
EDUCATION TECHNOLOGY SOLUTIONS | 25
20/09/2017 12:14 pm
| PLUGGED IN
The students and teachers were
CREATIVE PROCESS
fast tracked through the program in six weeks, with a lot of extra time outside of school hours. It is normally
Recognise
a 20-week program. This program is student-centric and teacher
Imagine
interference is not allowed. All the work is done by the students. Practising instant challenges and team building,
Collaborate & Initiate
as well as project management and budget constraints, pushed the students to be creative.
Access
What the DI Team Managers Had to Say
Evaluate & Celebrate
Parramatta Marist Our teams were Radioactive Redbacks (Science) and the Fair Dinkum Dingoes
materials also have different weights
reading! It was not until the holidays
Where to from Here?
(Engineering).
at different altitudes (Tennessee being
that we really stopped and reflected on
Straight after the Global Finals, both
slightly different to Sydney) and that
the experience. Destination Imagination
schools signed up many more teams to
humidity affects balsa wood.
is everything we believe about
be involved with the 2017–18 program.
For the engineering challenge, In It Together, the team was required to design, build and test multiple
The two teams were successful
education and a whole lot more. Thank you for allowing us to be a
Schools all over Australia and New
freestanding structures that work
competing on a world stage and it
together to support as much weight as
was a great learning experience for
part of the Global Finals experience. I
teams. The Destination Imagination
possible. Teams also developed and
all involved. International travel added
do not think Meaghan or I have ever
Australia National Tournament will
presented a story in which characters
another dimension to the learning
worked so hard, yet nor have we ever
be held in November, so there is
from two nations worked together
experience for our students, as small
been involved with something that
still time to become involved in this
to solve a global issue. Marks were
things like changing money and getting
has been so rewarding. We are truly
amazing program.
allocated for the ratio between the
on flights on time while managing to get
grateful for your energy, enthusiasm
weight of the device and the weights
all of the props and costumes onboard
and hard work that made the whole
au for team registration, school
held by the device. The device had to
was a challenge.
thing possible.
visits and teacher professional
be between 10 and 25 grams. This
A great way to broaden the mindset
We are now ready to enter some
Zealand are invited to register their
Email jackie@diaustralia.com.
development workshops.
presented a great challenge, as the
of students is to offer them a global
more teams for the next round of
example scoring weights were over
experience in learning, as our world gets
Destination Imagination.
further information:
200 kilograms.
smaller and our connections get greater,
watch?v=fl1tdJH6a3s watch?v=mnrXa79xEoI n
Suggested links for https://www.youtube.com/
For the science challenge, Top
students who have the opportunity
Secret, the team was required to create
to meet and greet similar minds on
What the DI Student Participants Had to Say
and present a story about a secret
the opposite side of the world will
“I definitely learnt to listen to people a
mission, research and apply methods
experience a growth mindset far beyond
bit more and make sure that everyone’s
from cryptography and steganography
that compared to a standard classroom.
ideas are being incorporated into the
to reveal secret messages and finally
The engineering team was particularly
final product.”
design and create a cryptographic
successful, placing 30th in the world,
device that encrypts and then decrypts
with a final held weight of their structure
basically the same as Year 11 Problem
the Honeywell Educators @ Space
a secret message which was given
at nearly 363 kilograms (800 pounds).
Based Learning, so it was similar to
Academy program, the Space Camp
what I was already used to, but on a
USA ambassador, the Australian
Firbank Grammar
longer term. I think by undertaking this
representative for Global Friendship
additional constraint of needing to fit
What a truly amazing experience
project, it has already helped me at
Through Space Education program
all of our presentation materials and
Destination Imagination has been for
school and going to Global Finals would
(Space Camp Turkey) and a National
devices within our suitcases to travel
our girls and for Meaghan and myself.
also help in future modules.”
STEM consultant. She is on the
to the US. This was an interesting
Our teams were named Highly Koalafied
constraint, as the engineering team
and Green and Gold Goannas, both in
looked at other ways to approach the
App, Pallas Advanced Learning
even had to build themselves a mini
the science discipline.
challenge, then we possibly would have
Systems and Launchbox. Jackie
scored many more points. I learnt that
can be contacted at onegiantleap@
during the presentation. For both challenges, we had the
esky to ensure that there was no
When we returned from the Global
“The long-term challenge is
“I learnt from DI that if we had
https://www.youtube.com/
Jackie Slaviero is the founder of One Giant Leap Australia. She is the international ambassador for
advisory boards of Quberider, ELLA
effect of the changing temperature and
Finals, we launched straight back into
our collaboration skills are extremely
bigpond.com or on Twitter @
altitudes on the plane. They learnt that
school life – report writing and proof
vital to the success of our challenge.”
JackieSlav
26 | EDUCATION TECHNOLOGY SOLUTIONS
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educationtechnologysolutions.com.au
20/09/2017 12:14 pm
21st century learning depends on a connected classroom
Vivi is a solution built for today’s classroom. Designed for educators by educators, it incorporates technology into the classroom to create an inclusive, and adaptive learning environment. With Vivi, teachers are no longer tethered to the front of their classroom, they are free to move around increasing student engagement and, on-task behaviour. For students, they are able to present their own exciting ideas to the class with the capacity for immediate teacher and peer feedback increasing confidence and self esteem. From the IT professional perspective Vivi supports any mobile device, computer or tablets and can be used across all platforms including Apple, Microsoft, Android and Chromebook, it also works the same on all platforms and is easy to setup and configure.
Engage every student www.vivi.io 024-027_ETS80 Plugged In.indd 27
20/09/2017 12:14 pm
| COVER STORY
in the classroom BY DR MICHAEL COWLING
Do you ever get the overwhelming
the remote control and start scrolling
impression that we are living in the
through Netflix trying to decide which
future? So much of what we take for
television show or movie to watch on
granted today would have amazed our
demand, streamed directly to your
past selves from 10 or 20 years ago.
home via the multi-megabyte fibre
Schooled by television shows like Star
optic Internet connection we all have,
Trek and The Jetsons, the younger
spare a thought for your past self who
versions of ourselves imagined a 21st
had to watch whatever was on one of
century world with limitless data,
the three commercial stations at the
endless screens and intelligent voice-
time, or venture out into the world and
controlled computing devices.
visit the local video store, remembering
Next time you nuzzle down into the couch, turn on the television with
28 | EDUCATION TECHNOLOGY SOLUTIONS
028-033_ETS80 Cover Story.indd 28
as well to return the cassette after you watched it!
educationtechnologysolutions.com.au
20/09/2017 12:18 pm
educationtechnologysolutions.com.au
028-033_ETS80 Cover Story.indd 29
EDUCATION TECHNOLOGY SOLUTIONS | 29
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