Education Technology Solutions Issue #84

FOR PRINCIPALS | EDUCATORS | NETWORK ADMINISTRATORS

ISSUE 84 - AUG/SEPT 2018

G O D S, GADGETS GREATNESS AND

Lessons from ISTE 2018

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CONTENTS ISSUE 84

26

60

32 REGULARS

FEATURES

6 FROM THE EDITOR

26 COVER STORY

10 CALENDAR OF EVENTS

Following his recent visit to the International Society for Technology in Education Conference in Chicago USA, Brett Salakas provides insights into his experiences from art museums to leading edge educators and cutting edge technology trends for the classroom.

64 PRODUCT SHOWCASE

18 SCREEN TIME MYTHS

8 CYBER CHAT

In part two of his short series, Peter West, Director of eLearning at Saint Stephen’s College in Australia looks at the myth around the amount of time a child spends in front of a screen being an issue as opposed to the type and quality of the material on the screen.

32 THE EVER-CHANGING ROLE IN DIGITAL LEADERSHIP

From managers, financiers and disciplinarians to mentors and coaches, in addition to facilitating effective pedagogical practices with an everincreasing load from the systems in which leaders work within, School Principal Rick Noack looks at the everchanging leadership in a digital age.

52 INSPIRING HUNTER GIRLS TO BE STEM WOMEN Business, industry, government and peak body associations agree: the need to diversify the workforce is crucial.

We look at how Regional Development Australia (RDA) is working with the Hunter region to develop local programs designed to inspire more girls to pursue STEM in school.

14 INTERACTIVE LEARNING

Mal Lee and Roger Broadie look at the difference between formal and informal education with a view to better understanding the power of informal education in a digital age.

22 PLUGGED IN

In an environment where educators and school leaders are constantly forced to look forward to the next technology or trend, what is the value of taking time to stop and reflect in order to plan the future?

36 SPECIAL FEATURE

Matt Burns tackles the idea that flipped classrooms are best suited to high schools.

40 NEXT STEP

Shelly Kinash examines why accessible education needs to be more than a tickbox exercise.

44 LET’S TALK PEDAGOGY

Peter Whiting of Kinross Wolarai School explains how he gamified his classroom.

48 PROFESSIONAL DEVELOPMENT

Kelly Hollis examines the benefits of a flipped model of education.

56 TEACHING TOOLS

As part of our special focus on flipped learning this issue, Steve Griffiths looks at why his students demonstrate improved performance when he ‘flips’ his classroom.

60 GET CONNECTED

What is the sky no longer the limit?

Murray C Henstock, a science teacher with NSW Department of Education, looks at the value of deep space exploration in the classroom using Goldstone-Apple Valley Radio Telescope (GAVRT).

4 | EDUCATION TECHNOLOGY SOLUTIONS

educationtechnologysolutions.com.au

FROM THE EDITOR www.educationtechnologysolutions.com.au

EDITORIAL

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

CONTRIBUTORS Brett Salakas, Peter West, Rick Noack, Kate O’Mara, Mal Lee, Roger Broadie, Shelly Kinash, Kevin Daily, Matt Burns, Peter Whitting, Steve Griffiths, Murray C Henstock, Kelly Hollis

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6 | EDUCATION TECHNOLOGY SOLUTIONS

T

here has been a great deal of

discussion over the last 12 months about how technology is changing the job market, not just in Australia, but across the world. Earlier this year, some reports and experts claimed that over the next decade, 65 percent of the jobs we now enjoy will disappear.

While there will always be alarmists who immediately gravitate to the negative connotations of such predictions, the reality is that while some jobs will inevitably be phased out, new jobs and technologies will emerge. What I find most disturbing is not the changing nature of the job market brought on by technological innovation, but rather, the changing nature of society brought on by the development and emergence of new technologies. Take, for example, social media and smartphones.

Many of the people reading this will remember a time when there was no email, no text messaging, no mobile phones. Even fax machines were rare.

However, since the emergence of both smartphones and social media, the world has seen a sharp increase in the levels of narcissism, as demonstrated in a wide variety of studies designed to measure narcissistic traits amongst graduating university students. In fact, Professor Jean M. Twenge, who is credited as dubbing millennials (the generation born in the 1980s and 1990s) "Generation Me", explains in her most recent work, The Epidemic: Living in the Age of Entitlement, “In data from 37,000 college students, narcissistic personality traits rose just as fast as obesity from the 1980s to the present.”

We already know that obesity in the US is considered to be an epidemic, so it is only reasonable to infer that this comparison would suggest that the rise of narcissistic traits and tendencies amongst millennials has also reached epidemic proportions.

This, in and of itself, should be enough to warrant significant concern. However, there is also a growing body of research that suggests the number of hours young people are spending alone using gadgets and digital tools is having a detrimental impact on emotional intelligence (EI). In fact, Daniel Goleman, a leading expert on EI and author of several books on the subject, has explained that with regard to the impact of technology on the development of emotional intelligence, “To the extent hours are spent alone, relating to tech tools and shrinking the time young people spend in face-toface interactions, it (technology) could lower their EI. The human brain is designed to learn these lessons in daily life, and if there are fewer opportunities, EI skill levels could go down.”

So, what does all this mean for current and future generations of students? Furthermore, what is the impact for educators? Should schools be doing more to include learning around EI to offset the impact of technology? Given that it is widely accepted that narcissism is an indicator of a lack of EI, would this also go some way to alleviating the growing trend we are seeing in students toward narcissistic traits?

The ability to respond almost instantaneously to emails, tweets and text messages without having to worry about the face-to-face ramifications of one’s words removes many of the emotional, psychological and social barriers that have previously existed. With distance and anonymity comes a level of security that allows people to behave and express themselves in ways not previously possible. Perhaps, in a changing society, parents and schools need to be working in concert to embed lessons in daily life designed to tackle such new and emerging problems lest we find ourselves allowing such undesirable behaviour to become the societal norm. n

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 | CYBER CHAT

What Do We Want Our Students To Be Like When They Graduate From Our Class?

BY BRETT SALAKAS

ne of the early

Professor Geoff Scott. Professor Scott

that he/she can succeed at work and

the fact that these capabilities, and the

influencers on my

was the Director of Sustainability. His

be a positive contributor to society.

Padagogy Wheel itself, were originally

understanding of

work focused not on environmental

teaching in the digital

sustainability but on sustainability

international studies, Professor Scott

implications for younger students are

age was fellow Australian Allan

in higher education. Professor Scott

has named the top 15 capabilities that

clear. As educators, we all follow the

Carrington. His work in the university

described educational sustainability

are required to work in a vast range of

universal truth that we want to best

sector led him to clearly consider the

as having four pillars: social, cultural,

industries, including elite sport:

prepare our students for the world

characteristics that he wanted his

economic and environmental. These

1. Having energy, passion

and we want them to be a positive

students to graduate with; what he

pillars support the key functions of a

could do to directly influence and

university which interact with the four

enhance the characteristics in his

functions of a university: research,

students that would make them more

teaching, engagement and operations.

O

employable and more productive members of society.

After formalising his

Based on his work and

and enthusiasm.

2. Being willing to give credit to others.

3. Empathising and working

According to Professor

productively with diversity.

Scott, “Students graduate into

4. Being transparent and honest in

a transdisciplinary world, not a

dealings with others.

designed for higher education, the

influence in the world.

With this in mind, I think that educators are challenged to ask three questions: 1. How can I design activities and assessments to develop these capabilities in the graduates/ students?

understanding of the concept of

monodisciplinary one; a world of

5. Thinking laterally and creatively.

graduate capabilities, Allan created

continuous flux, where technical and

6. Being true to one’s values

the Padagogy Wheel. It was through

human factors constantly interact

the Padagogy Wheel that I came to

in complex and unique ways. It is

meet Allan, when I was teaching

a world where unpredictability and

in one of the first four schools in

change are always in the air and our

Sydney trialling 1:1 iPads in my very

graduates’ capability is most tested

first bring your own device (BYOD)

when the unexpected happens, an

9. Time management skills.

develop these capabilities? What

program. My co-teachers and I were

unanticipated opportunity arises,

10. Persevering.

strategies or learning environment

looking for established pedagogical

when things suddenly go awry or they

11. Learning from errors.

would work? n

models that married quality teaching

are faced with a ‘wicked problem’ or

12. Learning from experience.

and technology. That is when

dilemma (Rittel & Webber, 1973) – a

13. Remaining calm when

we found the Padagogy Wheel,

‘forked road’ situation in which there

which significantly impacted my

is a range of potentially relevant ways

understanding of ed-tech pedagogy.

to go and they have to decide which

But how did Allan come to understand the concept of graduate capabilities?

is likely to be the most productive.”

Clearly, the focus of Professor Scott’s work is not simply how to help

and ethics.

7. Listening to different points of view before coming to a decision.

8. Understanding personal strengths and limitations.

under pressure.

14. Being able to make effective presentations to different groups.

15. Identifying from a mass of

2. How can I enrich and strengthen learning opportunities and expose students to real or virtual challenges where they can hone these capabilities?

3. How can I help my students

Brett Salakas is the founder of #aussieED (the largest Australian Ed-Chat on Twitter) and a moderator of multiple Twitter chats. He is a Primary School teacher/leader who,

information the core issue/

over the past 18 years, has taught

opportunity.

in South East Asia and Australia in

a student obtain a qualification from a

Allan Carrington took these

both public and independent schools.

to various universities and it was

given institution, but more importantly

capabilities and built an ed-tech

He is passionately committed to

while he was at the University of

how to help prepare that student as

friendly pedagogical model that has

turning educational theory into real

Western Sydney (UWS) that he heard

best as possible for the workforce so

these capabilities at its core. Despite

classroom practice.

As an academic, Allan travelled

8 | EDUCATION TECHNOLOGY SOLUTIONS

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 | EVENTS CALENDAR

2018 Leading a Digital School Conference

with disabilities in a leading digital school.

The Education Show will be co-

FlipCon Australia 2018

located at the venue and is the exhibition

14-15 September 2018

component of the event.

Monash College (Monash University),

16-18 August 2018

Developing the themes:

Twin Waters Resort, Sunshine Coast QLD

The conference is structured around four

Are you a digital leader in your

perspectives on leadership:

is Teaching literacy | Teaching numeracy

In 2018 we will “Flip FlipCon”

school interested in all forms of

• mentoring and coaching

– with the support of digital technology.

Prior to attending FlipCon, delegates will

digital leadership?

• digital technology and literacy

This conference has selected as its

have access to a 10-hour online training

We are very interested in you presenting

• digital technology and numeracy

keynote speaker and presenters a group

and certification course – Flipped

at our 2018 Leading a Digital School

• digital technology, literacy

of teachers highly skilled and experienced

Learning Certification Level 1. This will

The theme for this year’s conference

Collins Street Centre, Melbourne

Conference to share your work and

and numeracy and students

in using digital technology to support

provide you with fantastic learning,

achievements with the delegates. The

with disabilities.

literacy and numeracy teaching programs.

ideas and practical advice before

conference will be held at the Twin

Calling Presenters: If you would like to

The conference program offers

Waters Resort, Sunshine Coast QLD on

know more about presenting at the 2018

skills-based sessions, so come

(If you have already completed the

Thursday 16, Friday 17 and Saturday 18

Leading a Digital School Conference,

prepared to roll your sleeves up to

online course, please contact us for a

August 2018.

please email to team@iwb.net.au for

learn new transferable skills that will lift

special offer)

more information.

your literacy and numeracy teaching to

attending the face-to-face conference.

On Day One of the conference,

Conference Overview

even greater heights.

delegates will delve deeply into practical,

The conference is focused on school

Sessions will be presented by:

hands-on workshops we are calling

The K-12 Digital Classroom Practice Conference

• Anthony Speranza

Cohorts (The Individual Space).

31 August 2018

• Grant Jones

Flipped Learning certified trainer across

Melbourne Convention & Exhibition Centre

• Aaron Davis

a number of session times (four hours

Where Inspired Learning Begins

• Lisa Connell and Chris Drake.

in total) to create hands-on, practical

leaders and leading teachers striving to offer the highest quality programs in: • mentoring and coaching in a leading digital school • digital technology and literacy in a leading digital school • digital technology and numeracy in a leading digital school • digital technology assisting students

10 | EDUCATION TECHNOLOGY SOLUTIONS

• Aimee Shackleton

In each Cohort you will work with a

resources to take back to school with

The K-12 Digital Classroom Practice Conference is one of the parallel

For more information visit

you and use immediately.

conferences being run under the National

www.iwb.net.au/classroompractice

The Cohort sessions to choose

Education Summit banner.

from are:

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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.

 | EVENTS CALENDAR

• Cohort 1: Masterclass for

21st century skills are pre-eminent for

and money, there’s only one place you

ensuring you get the most out of your

Leadership & Professional

pupil success. This year, the show’s

need to go in 2019… a must attend for

professional development investment.

Developers, with Jon Bergmann.

key theme is ‘Building a change culture

the entire K-12 schools sector.

Furthermore, EduTECH works with

• Cohort 2: First-year Flippers, with Aimee Shackleton.

• Cohort 3: Flipped Mastery in Maths

to deliver 21st century learning’. Our cutting-edge summit will discuss the transformation of education and

Access the best speakers from Australia and around the world.

National FutureSchools Expo brings

industry to subsidise registration costs to make the conference an affordable and accessible investment in

and Science, with Steve Griffiths

discover the innovation that will inspire

together world-leading education

your learning.

and Stephen Crapnell.

change across the Asia Pacific region.

experts who deliver thought-leadership

• Access the very best speakers

Whilst our Expo will showcase the

and practical case-studies across K-12

from Australia and around

practical tools, techniques and training

education. Our mission is to improve

to empower educators to transform

the quality of teaching and learning

learning in the classroom and beyond.

within Australasia and Asia-Pac.

• Cohort 4: Flipping Humanities, with Ryan Gill.

• Cohort 5: Flipping the Primary Classroom, with Matt Burns.

• Cohort 6: Are you ready?

The five conferences at the

Preparing our students for learning,

For more information, or to find out

National FutureSchools Expo have

with Kirsten Schliephake and

more about opportunities in the Asia

all been designed to cater for senior

Barbara Macfarlan.

Pacific region, please contact

leadership working in different roles

asia@bettshow.com.

within K-12 education.

• Cohort 7: But do I really need to know this?, with

Whether you want to focus your

Sophie Karanicolas.

the world.

• Share ideas, successes and challenges.

• Discuss, debate and take away implementable outcomes.

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

• Tailor-make your own experience and choose from eight large

engagements on Principals and the

congresses, with multiple streams, plus focused breakout sessions,

BETT 2019

Senior Executives, prefer to talk to

flipped classroom – Making

23–26 January

the real implementers of technology

masterclasses and interactive

mastery learning explicit and

Excel London

teaching at the coal-face, or are

exhibition seminars and displays

effective, with Pete Whiting.

Creating A Better Future By

looking to meet people in specific

(not to mention hours of networking

On Day Two you will select from

Transforming Education

roles such as Foundation or SEN

sessions that will focus on the Group

Bett is the first industry show of the

Coordinators, the event is structured

Space (The Extra Time in Class).

year in the education technology

to appeal to the people you want to

landscape, bringing together 850

speak to.

• Cohort 8: Gamification in the

Some topics will include: Mastery, Active Learning, New Flippers,

leading companies, 103 exciting new

Science/Maths, English/Art/Language,

edtech start ups and over 34,700

For more information visit http://www.

Primary, Tech Tools, In-Flipping,

attendees (131 countries represented)

futureschools.com.au

Gamification, PBL, Inquiry Learning with

from the global education community,

Jon Bergmann.

that come together to celebrate, find

functions).

• See what is on offer and save time by meeting with suppliers in one place, at one time.

Visit www.edutech.net.au for more information.

ISTE 2018

inspiration and discuss the future

EduTECH Australia 2018

conference will include:

of education, as well as the role

5-7 June

Philadelphia, USA

• Jon Bergmann

technology and innovation plays in

International Convention Centre,

Bold Educators Activate Change

• Peter Wagstaff

enabling all educators and learners

Sydney

Unbelievable things happen at the ISTE

• Errol St.Clair Smith.

to thrive.

EduTECH is Australasia’s largest

Conference & Expo. Groundbreaking

annual education technology

ideas are shared, new learning

For more information visit

conference and exhibition. In 2019,

technologies are unveiled and

www.bettshow.com

EduTECH will host a multitude of

collaborations form that will impact

conferences and masterclasses

classrooms everywhere. Claim your

Future Schools

attended by over 8,000+ educators, as

seat at the table among education’s

14-15 November 2018

20-21 March 2019

well as hosting an official event dinner

most innovative change agents. You’ll

Kuala Lumpur, Malaysia

Melbourne Convention & Exhibition

for 800 guests, 250+ exhibitors and

have more than 1,000 opportunities to

Transforming The Future Of Education

Centre

free seminars for exhibition visitors.

create the learning path that works best

In Asia

The National FutureSchools Expo

Bett Asia is the region’s leading education

The keynote speakers at this

For more information visit www.iwb.net.au/flipcon/au

BETT ASIA

JUNE 23-26, 2019

EduTECH is the only event that

for you and covers what’s important

is Australia’s largest education

brings together the entire education and

to you. Immerse yourself in powerful

conference and expo taking place on 14-

showcase, bringing together 80+

training sector (primary, secondary,

ideas and inspirational speakers,

15 November at the Mandarin Oriental,

suppliers over two days.

tertiary and workplace learning) plus

while connecting with innovative

libraries, government, suppliers and

educators who share your passion for

Kuala Lumpur. Bett Asia will gather the

The Expo offers the unique chance

region’s most senior education leaders,

to see a wide range of solutions side-

world-renowned speakers all under

transformative learning. Save the date

educators and innovators to celebrate the

by-side, allowing you to both identify

one roof.

for ISTE 2019! n

future of education.

the technologies that are right for

As APAC education leaders struggle to build a change culture, they believe

12 | EDUCATION TECHNOLOGY SOLUTIONS

As a delegate, you can choose

you, and which vendors you want to

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For more information visit https://

partner with. If you want to save time

streams designed for your role,

conference.iste.org/2019/

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Reaching Dreadfully Unmotivated Students

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Reach Students Who Can’t, Won’t, Don’t Do Homework

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Reaching Struggling Students

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Reaching Students with Microsoft and Google Tools

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Teenage Students: How To Reach Them So You Can Teach Them

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Four Hot Tech Tools That Enable You to Reach Every Student

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Leading Every Student from Mediocrity to Mastery

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Create Riveting Classroom Experiences

•

Deliver the Right Instruction to the Right Students at the Right Time

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Learn the Newest Active Learning Strategies

Keynote Speakers

Presented by:

Accreditation: Attending RESCON will

Best-selling author of 10 books on Flipped Learning, translated in 13 languages.

Recipient of the Presidential Award for Excellence.

Chairman and Chief Academic Officer, Flipped Learning Global, IL, USA.

One of the FLGI Top 40 Flipped Learning Leaders in Higher Education.

Senior Lecturer, Monash University, Melbourne, Australia.

Emmy-winning broadcast journalist. Editor-in-Chief Flipped Learning Review.

Co-author of the book, Flipped Learning 3.0. FLGI Director of Global Development, CA, USA.

Co-host of the popular podcast, Teacher’s Aid: Social Emotional Support for the Personal Challenges Teachers Face. Veteran teacher and primary school assistant principal, MD, USA.

contribute 10.25 hours 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.

Contact Us: resconaus@iwb.net.au Register Now: RESCONaus.com

| INTERACTIVE LEARNING

14 | EDUCATION TECHNOLOGY SOLUTIONS

educationtechnologysolutions.com.au

THE IN, AND OUT, OF SCHOOL DIGITAL EDUCATION

BY MAL LEE AND ROGER BROADIE

It was – as most are aware – an

families and supporting children’s

The digitally connected families of the

Critically, it is also time to

world over the last two decades have

understand that those families

informal education, largely self-

independent learning because of their

played a remarkably successful, yet

employed, unwittingly but naturally,

directed, highly individualised, where

own drive to do so, often battling

largely unseen, lead role in the young’s

a laissez faire model of digital

the learning was invariably non-

education authority regulations

learning with digital education.

education. It was, and remains today,

linear, seemingly chaotic, dynamic,

and systems.

fundamentally different to the highly

undertaken in context and just in time.

personal mobile technologies on the

controlled, structured and linear

It was an approach the young found

schooling and government, the young

digital education of the world’s young

approach used by most schools.

highly appealing, exciting, relevant

and their families took charge of

between 1993 – the advent of the

Importantly, they used an approach

and intrinsically motivating. From

their learning with digital technology,

World Wide Web – and 2016, the lead

appropriate for an exponentially

the outset, the learning took place

continually growing their capability

role of the family became increasingly

evolving digital, socially networked

24/7/365 and, by the early 2000s,

as the technology grew in power

apparent. It was the young, with their

and connected world. Schools, in

the evolving technology allowed it to

and sophistication. Internet uptake

families, that primarily provided the

comparison, used a teaching model

happen anywhere, anytime.

figures globally reveal the families of

requisite technology, support and

from the Industrial Age, within

education, not the schools.

linear hierarchical organisations

role of the young and the family was

2002; Lee & Winzenried, 2009). In

that struggled to accommodate the

bolstered by the schools’ insularity,

1999, a comprehensive study of the

accelerating digital evolution.

their worldwide retreat to behind their

use of computers in Australian schools

cyber walls and their purported desire

concluded that the majority of the

In researching the impact of

In 2016, 3.4 billion plus people (ITU, 2016), nearly half the world’s population, were digitally connected,

The digital education of the young

Ironically, from the early 90s, the

Free of the controls of formal

the young led the way (Allen & Raine,

which is on trend to reach 70

occurred primarily outside the school

to protect children from the dangers

students who have the basic skills

percent by 2022 (Meeker, 2017).

walls. It took place within a market-

of the internet. The young and their

developed them at home (Meredyth

Over a billion were young people

driven, naturally evolving environment

families were left by default to fend

et al, 1999). That was happening

(Futuresource, 2017).

where government had no voice and

for themselves in the 80 percent of

naturally and largely unseen globally.

provided no support. For the young,

learning time available annually outside

mainly mobile, digital technology in

it enabled learning from incidental

the school walls.

schools. Rather, their understanding

opportunistic moments to, in some

was acquired in the developed,

cases, very focused and intense self-

schools still work behind those walls,

so too did their parents, as they used

developing and underdeveloped

driven learning. It was the young who

not recognising, supporting or building

the technology more in their work

worlds with the money and support

took control of their learning. Critically,

upon the out-of-school learning with

and came to rely on increasingly

of their families. It is time the world

it was the parents who believed in

digital technology. Indeed, France, as

sophisticated mobile technology.

– and particularly the parents, the

the educational importance of digital

late as 2017, reinforced its ban on the

young themselves, educators, policy

technology for their children who

school use of smartphones, reaffirming

study entitled The Networked Family

makers, governments and the media

funded the technology and connectivity

schooling’s general insularity.

(Wellman et al, 2008) which noted the

– recognises and builds upon that

and empowered, trusted and supported

remarkable contribution.

their children’s largely unfettered use.

Few learned to use their current,

educationtechnologysolutions.com.au

Tellingly today, many if not most

The schools that are notable exceptions to this are engaging with

As the young evolved their digital capability and facility to readily use all manner of current technologies,

In 2008, Pew Internet released a

US had reached the stage where the new norm was for all within the family

EDUCATION TECHNOLOGY SOLUTIONS | 15

| INTERACTIVE LEARNING

to base their lives around the everyday

have, normalised the use of digital.

Conclusion

use of digital technology. They were

They created a learning environment

The way forward, as we address in a

working within a digital and socially

where the new norm was for all the

forthcoming publication on the Digitally

networked mindset, normalising

family to naturally, almost unwittingly,

Connected Family, entails some

the use of all manner of digital

contribute to the ongoing digital

major rethinking.

technologies in nearly every facet of

learning of all members. How often

For that to occur, governments

their lives.

does one hear, “Dad, you can do it

and educators must recognise that

easier this way?”

for 20-plus years – at no expense to

According to the study, “…this survey finds that couples use their

In the decade after the release

government – the digitally connected

phones to connect and coordinate

of the iPhone and touchscreen

families of the world have played the

their lives, especially if they have

technology, the educational capability

lead role on the digital education of

children at home. American spouses

and leadership of the digitally

the world’s young, and are on trend to

often go their separate ways during

connected families grew at pace. As

continue to do so, regardless of what

the day, but remain connected by

parents normalised the use of digital,

governments or schools might do

cell phones and to some extent by

became more digitally empowered,

or desire.

internet communications. When

embraced the mobile revolution and

they return home, they often have

better understood the need for family

monopoly of digital education. Since

shared moments of exploration

cybersafety, so the gap between the

then, billions have been spent by

and entertainment on the Internet”

digital education provided in and out of

governments supporting a monopoly

(Wellman et al, 2008).

the schools grew – with most schools

where learning with the digital

lagging ever further behind.

technology provided by the schools in

The Pew findings, coming as they did around the time of the release

The capability and lead role of the

In 1993, schools were given a

2016 markedly lagged behind that of

of the iPhone in 2007, correspond

digitally connected families of the world

the families and the rising societal norm

with our own, which saw those

was evidenced in the last three to four

and this is on trend for the divide to

families becoming the norm across

years of the period when pre-primary

widen at pace.

the developed, and increasingly the

children from as young as two and

While the digitally connected

developing, world in the 2007–

three embraced mobile touchscreen

families of the world have been able

2009 period.

technology. As the 2015 European

to successfully normalise the use of

Commission study (Chaubron, 2015)

digital technology with a billion plus

eminent observers interviewed in the

of 11 European nations attests, the

young people, few schools in 2016 had

research, had concerns about the title

families of the young very successfully

succeeded in normalising its use. It is a

‘networked family’, believing it did

guided their children’s learning with the

reality governments and educators need

not fully capture the essence of the

technology. They, like the other digitally

to better understand. n

development. The strong preference

connected families of the world, led the

was for the term ‘digitally connected

learning, well before most schools and

families’, in that there were three key

decision makers understood that the

admin@interactivemediasolutions.

components, that together generated

pre-primary children of the developed

com.au

all manner of synergies:

and increasingly the developing world

Mal Lee is a former director of

• the ‘digital’ that made it all possible

would enter formal schooling having

schools, secondary college principal,

• the ‘connected’ that linked the

normalised the use of digital technology.

technology company director and now

We are not suggesting for a moment

author and educational consultant. He

The authors, and the 50-plus

family to the networked world, and

For a full list of references, email

which allowed both the nuclear

that everything was or is perfect with

has written extensively on the impact

and extended family to employ the

digital and digitally-based education

of technology and the evolution

technology in all facets of their

provided by the digitally connected

of schooling.

lives when desired

families of the world. There was – and

Roger Broadie has wide

is – much that needed to be done to

experience helping schools get the

parents, grandparents) enhanced

improve the model. What, however, was

maximum impact on learning from

each other’s digital learning

apparent was that a naturally evolving

technology. He is the Naace Lead for

and capability.

global development, a megatrend the

the 3rd Millennium Learning Award.

Digitally connected families are thus

likes of which the world had never seen,

In his 30-plus years of working

those where the parents and children

had successfully readied the people of

at the forefront of technology in

use the evolving suite of digital

the world to use digital technology every

education, he has worked with a huge

technologies naturally in every desired

day in their lives had the potential – with

range of leading schools, education

facet of their lives, that employ a digital

astute support – to take their digital

organisations and policymakers in the

mindset and which have, or nearly

understanding to an even higher plane.

UK and Europe.

• the ‘family’, where all (children,

16 | EDUCATION TECHNOLOGY SOLUTIONS

The school digital teaching model, with its Industrial Age legacy, has always been highly structured and focused on teaching a common suite of practices that the school or education authority ‘experts’ believe will provide the ‘appropriate’ digital education.

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| FEATURE

18 | EDUCATION TECHNOLOGY SOLUTIONS

educationtechnologysolutions.com.au

HAVE WE REACHED THE PINNACLE OF TEACHING AND LEARNING?

BY PETER WEST

A PERSPECTIVE ON SCREENS AND THE CLASSROOM This article is the second in a series on screens and learning. The first article, Screen Time Myths is available in the previous issue of this magazine. fix. There is no quick fix.

Some people in education believe that

and we are there? Are we to assume

staff memorising or looking up

the use of computers in the classroom

that of all the industries improving by

prices of items before manually

should be banned or severely limited.

using technology, education is the only

entering prices into a cash register?

learning into a school is different. It is

Some believe computers serve

one that is exempt and that teaching

(Barcodes were not widely used

a long-term, slow-burn strategy. It is

little purpose other than distracting

methods that have been relatively

until the mid-1980s.)

kaizen (https://en.wikipedia.org/wiki/

students, negatively impacting learning,

unchanged over the past 30 or more

producing antisocial behaviour and

years are the best solution?

more. Hence, we regularly read headlines such as:

Yet, would you:

• Computers ‘do not improve’ pupil

• feel comfortable with a surgeon

results • Technology ‘distracts’ from oldschool quality teaching • The False Promise of Classroom Technology • Computer Use in School Doesn’t Help Test Scores

• have no microwave oven, coffee

Introducing technology-enhanced

Kaizen). The introduction of technology

machine and a host of other

into the classroom is almost the last

modern devices in the kitchen?

part of the process, not the first part.

• not have air conditioning in cars and homes?

(See the article When does educational technology become disruptive in the

who uses operating equipment

After years of teaching and leading

classroom? for more detail. https://

from 30 years ago?

e-learning in schools, I believe many

www.eschoolnews.com/2014/04/11/

have not really introduced technology-

educational-technology-disruptive-

your old CRT television instead of

enhanced learning into schools; they

324/?all)

using DVDs or streaming media

have merely introduced technology.

such as Netflix and large-screen

There is a big difference.

• go back to VHS video tapes and

LCD televisions?

Introducing technology into schools

It requires research, planning, consistent goals, professional development of staff and a clear

• want everyone to drive cars from

focuses on the technology, as if adding

picture of the long-term goal. It

The Pinnacle of Education?

decades ago, without airbags,

laptop computers, Internet access and

takes commitment, not just short-

If we do not use technology to enhance

ABS brakes and all of the modern

some software will create positive

term enthusiasm. It requires an

teaching and learning, are we to assume

safety features?

change – it will not. Looking for the

organisation-wide approach rather than

latest technology and then trying to

relying on a few lone innovators. While

work out ‘how can we use this’ is

not complex, this longer term strategy

prone to failure. Introducing technology

is difficult. That is to be expected. This

into schools often looks for the quick

is the biggest shift in education in

we are already close to the pinnacle of optimal education? That all we have to do is fine-tune the current methods that rely largely on direct group instruction

educationtechnologysolutions.com.au

• get rid of your smartphone and go back to only landline telephones?

• have no barcodes at supermarkets and rely on price tags and checkout

EDUCATION TECHNOLOGY SOLUTIONS | 19

| FEATURE

Are we to assume that of all the industries improving by using technology, education is the only one that is exempt and that teaching methods that have been relatively unchanged over the past 30 or more years are the best solution?

over a hundred years; it is not going

researched and well-planned approach,

My students are comfortable with

born of ignorance. In my school, we

to be quick and easy. My school has

it does not impair learning. My school

technology; they do not need it

have actually increased staffing to

been on this path for over six years,

was rated in the Top 20 schools in

at school.

support technology-enhanced learning.

and we are not ‘there’ yet. The article

Queensland in 2016 for Senior results

Many students are comfortable

Our goal is to make the teacher

Stop asking whether laptops improve

by a leading newspaper, and the results

with many aspects of technology.

even more important by using the

learning outcomes explains more

in 2017 were similar. The students in

However, these are often areas

technology to remove the repetitive and

(www.eschoolnews.com/2016/07/11/

those cohorts had been involved in a

of entertainment or online social

mundane, and to provide information

stop-asking-whether-laptops-improve-

technology-rich environment, including

interaction; they are usually not the

and time to work more closely with

learning-outcomes/?all).

a Bring Your Own Laptop program, for

deeper aspects of technology that are

individual students.

the whole of their secondary schooling.

needed for education. Just because

It did not negatively impact them.

a student can socialise online for

pioneer of flipped learning, explains.

Some of the common reasons used for not enhancing the classroom

This article by Jon Bergmann, a

hours, download and install apps,

http://www.jonbergmann.com/

It does not support the way I teach.

We already get good academic

use search engines (sometimes

whyteachersmattermoreinflippedclassroom/

Of course it does not always support

results. We do not need technology to

without critical evaluation of the

the old methods of teaching. That is

improve learning for our students.

results) and so on does not mean he/

Students need me as their teacher.

actually what is supposed to happen.

This assumes that academic

she is ‘good’ with technology. Few

I agree. The teacher is a key part of the

Much of current teaching is based on

results are the only, ultimate goal of

students have taught themselves

classroom and learning. If technology

models from a past era. Just adding

education. Really? Good academic

good research skills, document

in the classroom is removing the

technology does not change the era

results are certainly important and

layout and design, effective graphing

teacher, you are doing it wrong.

and paradigm. In fact, just adding

they are something my school also

and use of formulae in spreadsheets

However, students may not need a

computers to an old paradigm usually

focuses on. However, we also provide

or many other skills that require time

teacher standing at the front of the

causes problems. Yet the research of

extracurricular activities, sport,

and thought to develop.

room in every lesson conveying the

classes where the school has provided

drama, music, debating and more in

a modern learning ecosystem and

order to help students become well

I am a teacher who is ‘good’ with

same time, and then repeating it over

systematic professional development

rounded and be more prepared for life

technology, but I do not want to use it

and over, class after class and year

to effectively change the teaching and

after school.

in my classroom.

after year. Direct instruction has its

There is a big difference between

place, just not all the time.

with technology include:

learning to support the introduction of technology are positive.

Technology is another area in

same information to all students at the

which we need to prepare students.

being good with technology and being

They need to be able to really use

good at using technology to enhance

Conclusion

Technology impairs learning and

technology to assist learning. They

learning. Just because a person can

It is time educators looked past the

academic results.

need to know how to use technology

use a computer in some way does not

superficial – the technology – and

Yes, technology can impair learning

to learn, not just be entertained. If they

mean that person understands how to

developed robust programs that

if it is introduced as an afterthought

do not learn how to do this at school,

use the computer to improve learning.

foster effective technology-enhanced

or a ‘let’s do this technology thing’

where will they learn it? The article

These are two different things.

learning. It is time for education to

approach. Unfortunately, an ad hoc

The traditional classroom works so

approach produces poor results and

why change it? explains this point

They are trying to replace teachers. I

to make learning even more personal

gives teachers, students and parents

in more detail (www.eschoolnews.

may lose my job.

and ‘human’. It is time we looked past

a negative impression of technology.

com/2017/02/23/classroom-works-

I have heard this over and over again

laptops to develop better learning. Our

However, when part of a well-

change/?all).

through the years. It is wrong and

students deserve it. n

20 | EDUCATION TECHNOLOGY SOLUTIONS

evolve. It is time to leverage technology

educationtechnologysolutions.com.au

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| PLUGGED IN

DO NOT LOOK BACK

22 | EDUCATION TECHNOLOGY SOLUTIONS

educationtechnologysolutions.com.au

BY KEVIN DALY

Because of the nature of schools and

ceiling on rollers to give a continuous

start writing on a whiteboard, your

education, logically we are always

work space. (That is ‘goggle’ not

back is to the class and often the class

looking forward, but as one of the

Google.) We were called ‘chalkies’,

are passively copying. Does this foster

principals I worked with said regarding

a term we still hear today. In time, of

the relationship? Is this good teaching

eLearning and technology, “I seem

course, the blackboard mutated into

and learning?

to be always forking out on the next

the ubiquitous whiteboard.

shiny thing.”

In short, no. It is also inefficient, particularly for secondary teachers

their shoulder today, they are probably

who commonly teach multiple classes

we do not always do – one critical

going to see a whiteboard, which has

of the same subject in different rooms.

question often missed is, does the next

been a solid, reliable teaching aid for

They can often find themselves writing

shiny thing improve learning outcomes

decades. There are some useful things

on a whiteboard, only to then rub out

or is it just a distraction to the learning?

to learn from whiteboards; for teachers,

their work before having to recreate it

Currently, 3D printing and virtual reality

they were a significant improvement

all again in another room.

are interesting case studies to consider.

on blackboards. Whiteboards were

Interestingly, there are a few things

Technology such as photocopiers,

We are preparing students for

also easier to use than blackboards

projectors, interactive whiteboards

the future, so looking forward to the

and much quicker to both write on

(IWBs) and the like have alleviated

next technology trend makes obvious

and erase, unless of course one made

some of this burden. However, with

sense. However, we do not always

the tragic but all too frequent mistake

every school I go into, there are still a

have the time or the energy to learn

of pulling a permanent marker from

significant number of teachers writing

from our past experiences. In this

their pedagogical holster instead of a

on the whiteboard with their back to

article, I will explore what teachers

whiteboard marker.

the class. One of the most frustrating

see and have seen when they have the

However, if we consider what

occurrences as a teacher who has to

makes a good teacher, it is often

share a classroom with other teachers

characterised by eye contact with

(aside from the occasional inadvertent

I taught for a long time. I started out

students, voice projection, physical

use of permanent markers) is to enter

with blackboards. This was back in the

presence and subject expertise. If we

a room only to find the whiteboard

un-PC days, when more aggressive

could say one granite-strong, gold-clad

completely filled with text and diagrams

teachers than me were quite good at

statement about teaching it is this:

accompanied by a note stating, “Please

throwing the duster at the naughty

teaching is fundamentally relational.

leave till Friday”. Sadly, you would

student. I remember when dustless

Students who comment on their ‘best’

sometimes go back in a fortnight and

chalk was breathlessly welcomed as a

teacher invariably mention something

the board was still full and the note

significant innovation. I remember the

like, “I felt like they were talking to me”

still there.

tilted blackboards on the wall, with a

or “they knew me”. To that end, when

tray at the front for chalk. Sometimes,

weighing new technology, one must

projectors (non-digital) and film. In

the chalk came in different colours. The

ask, what content and skill delivery

Victoria, you had to do a two-day

next new shiny thing for us to goggle at

package using technology can best

in-service to get your licence to fly

was the board that rotated toward the

support this dynamic? As soon as you

the machine. Then TV and video were

opportunity to reflect.

As with many other baby boomers,

educationtechnologysolutions.com.au

If 90 percent of teachers look over

I also remember the days of

EDUCATION TECHNOLOGY SOLUTIONS | 23

| PLUGGED IN

going to be the solution. These are all

and teachers in that space don’t

now a real rarity in schools.

necessarily do this.)

The trend in many schools is

Projectors, while initially a cost-

to implement what appears to be a

effective solution, sometimes become

sound economic model initially – the

expensive as projector globes fail, filters

provision of front-of-room displays.

need replacing and remotes are lost.

For principals though, there is a

They often project onto the existing

tension between what they would like

whiteboard and there is a flare issue

to purchase, what they can afford

from the light source. Also, many do

and how quickly the next ‘must

not have the brightness to cope with full

have’ shiny thing makes what they

daylight, so you may have the added

bought redundant.

expense of blinds.

Here is an example of the problem:

One critical question often missed is, does the next shiny thing improve learning outcomes or is it just a distraction to the learning?

There are other solutions where

a flat screen TV with an Apple TV

you add a device to your whiteboard

or Chromecast dongle to provide

which tracks the teacher’s movements.

There are a few different types and

If we look all the way back to that

interactivity have good penetration

My experience with these in the school

makes available to schools, and many

blackboard, it is still a living memory

in schools. Similarly, projectors or

environment is that bits go missing,

schools are replacing their ageing

for many teachers, yet there are also

interactive projectors are common.

particularly in secondary schools

IWBs with IFPs. Some brands have

teachers who have only grown up with

Certainly, these solutions are a

where they need to be booked out

great software which is very focused

IWBs. We often talk about students

long way from the TV and player

and placed on the board before class,

on teaching and learning, whereas

being digital natives, but that is often

on a stand, but they have their own

then packed up at the end. Again, you

others come with very basic software

a gratuitous swipe at adults and, in

unique problems.

are very dependent on the quality of

or none at all. The beauty of IFPs is

fact, many students’ competence in

your projectors.

that the better ones behave just like a

the digital world is quite narrow or

big iPad, so they are easy for both the

superficial. However, in their world,

The flat screen TV in many schools is sourced as cost effectively as

Interactive whiteboards are an

possible from Aldi or the like and the

interesting subset of front-of-room

teacher and the students to interact

immersive games, holograms, virtual

school hangs them on the wall to keep

displays. There was a huge surge

with. Another attraction is their long

reality, augmented reality, artificial

costs down. Unfortunately, there is not

of IWBs in the days of Building the

life and the fact they will work in full

intelligence and technologies yet unborn

that much we can do with a flat screen

Education Revolution (BER) money,

daylight. A couple of brands provide

will be the norm. If we look to the future,

TV or non-interactive projector except

but schools found they were not used

digital whiteboarding functionality

maybe the front-of-room display will

show video, PowerPoint presentations

as much as they would have liked

so whiteboarding sessions can be

support holograms or collaborative

or the occasional website. In classes

them to be, considering the size of

saved, reused and pushed to student

virtual reality sessions.

where we see this being done, the

the investment. The common things

devices; this definitely provides

students are often passive and attentive,

we hear about this is that teachers

more productive time in teaching

must learn from the past and realise

but is there much learning and teaching

received little training and when things

and learning.

that simply deploying technology in the

going on? It could be described as a

did not work, they quickly reverted to

somewhat channelled or rigid form

their non-interactive whiteboards.

of content delivery. There are known

Many IWBs are coming to the

As an experienced observer of

To do this generation justice, we

hope it will do the job is not enough.

schools, as an ex-school leader

Worshipping the shiny and new because

and as a digital education trainer,

it is shiny and new is a cargo cult

health and safety risks to passive video

end of their life and are no longer

my perspective may have value for

mentality. Evidence, effectiveness and

consumption and it reinforces unhealthy

supported. We also see the ongoing

schools considering new technology

economics should drive the decision

patterns of sedentary behaviour.

issue that they are often totally

and the return on investment.

making. In five or 10 years’ time, the

To create interactivity, the teacher

dependent on the quality of the

When you are investigating

term ‘chalkies’ should be quaintly

may have an iPad linked to an Apple

projector. The projectors on booms

IFPs, look for a total solution where

meaningless. The baby boomers will

TV or a similar set up. This has some

often require calibration and interactive

the hardware and software work in

have passed from the classroom and a

similarities to the down sides of a

pens have an incredibly annoying habit

harmony to make the teacher more

new generation of education enablers

teacher at a whiteboard. We now have

of going missing, rendering the board

productive and the students fully

will take their place.

a nine-inch space, that has the teacher

incredibly difficult to use.

engaged. What you should be looking

So, when you do look back, think

for is a feature-rich board with great

about creating a teaching and learning

are presently the gold standard for the

educational validity and software to

space, not just a teacher display. n

classroom, but schools need to be

match. As budgets can be tight, you

the research points to the fact that

careful; not all are equal. Again, IFPs

also want something that comes in a

Kevin Daly has many years’

if we use an interactive display as

represent a big investment for schools,

range of options to suit your school.

experience with schools, he was

both a teaching and learning space

so you want a solution which you

Also, a key factor is to make sure

an experienced school leader and

where students rotate through and

know will improve learning outcomes

there is readily available content and

eLearning consultant. He currently

turn to explain their understanding,

and make the teacher more effective in

comprehensive training for staff so

works part-time for BBCdigital in

you get improved learning outcomes

the classroom.

you do not waste your money.

Port Melbourne.

often looking down and little opportunity for students to participate interactively.

(I mention this because much of

24 | EDUCATION TECHNOLOGY SOLUTIONS

Interactive flat screen panels (IFPs)

educationtechnologysolutions.com.au

ETSP.

| COVER STORY

26 | EDUCATION TECHNOLOGY SOLUTIONS

educationtechnologysolutions.com.au

G O D S, GADGETS GREATNESS AND

Lessons from ISTE 2018

BY BRETT SALAKAS

it was Ganesh who helped me interpret all

Standing in the Chicago Art Institute, just

I had just spent the best part of a

down the road from the famous ‘Bean’,

week at the annual International Society

I was suddenly overwhelmed by what I

for Technology in Education (ISTE)

had seen. I had looked at more Renoirs,

Conference. This conference is one of

reminded me that education, and learning,

Picassos, Warhols and Monets than I had

the largest in the world, attracting well

is not new. While there may be new ways

ever seen in my life. I found myself transfixed

over 20,000 attendees every year. It is

of doing things and new tools to teach

by an ancient stone carving of the Hindu god

the place to go to see what teachers are

with, it is the quality of the learning that

Ganesh. From the time I first began teaching,

doing the world over with technology in

will stand the test of time. As teachers,

I had always had a strange connection with

their classrooms. It is also a great place

especially those who are constantly on

Ganesh. During my early travels as a young

to see what technology is coming next.

the hunt to learn and improve our craft,

teacher, I learned that Ganesh, the elephant

My head was buzzing from all of the new

we must keep in mind that the true

god, was the Hindu god of knowledge and

learning I had been exposed to and the

measure of all that we do is the quality of

as such was revered by many teachers.

beautiful art that I had just seen. However,

the impact on our students.

educationtechnologysolutions.com.au

that I had experienced.

Staring at this ancient, stone statue

EDUCATION TECHNOLOGY SOLUTIONS | 27

| COVER STORY

IF YOU WANT TO GET A TASTE OF WHAT IS HAPPENING WITH TECHNOLOGY IN CLASSROOMS AROUND THE WORLD, THIS IS THE CONFERENCE YOU NEED TO VISIT. ISTE Superstars – Who to Watch and Who to Learn From

Tara Martin

who is pushing boundaries and doing

Tara Martin (@TaraMartinEDU) is

great things in education, you just need

can be daunting. Teachers from

There are incredible educators at

incredibly passionate and wears her

to look at the team that Carl has built

87 countries attended this year’s

ISTE and it would be impossible

heart on her sleeve. She is behind the

around him. If you are searching for a

conference that ended up hosting

to list everyone who inspired me

#BookSnap movement; a simple idea

model of leadership in a digital world,

a whopping 24,335 attendees.

there, but I would like to share seven

that is incredibly powerful and now

you cannot go past Carl Hooker. On a

There were 2,800 presentations to

amazing educators who you should

used by English teachers the world

side note, Carl has also breathed life

choose from, including 856 student

be following. They are doing brilliant

over. In a nutshell, a booksnap is

into the Ed-Tech Poetry Slam idea. I

presentations. If you want to get

things and they are great to learn from.

inspired by the Snapchat phenomenon

have now been involved in two of these

that teenagers love. Students or

events and they were both extremely memorable occasions. I hope the concept grows roots in Australia.

ISTE is overwhelming. The sheer scale of this conference

a taste of what is happening with

Cathy Hunt

teachers take a photograph of a page

the world, this is the conference you

Australia’s own Cathy Hunt is one of the

from a text. The student highlights the

need to visit.

rising stars on the international speaking

quote, fact or word that they connect

technology in classrooms around

circuit. The demand to work with Cathy

with. They use images, emojis and

Rabbi Michael Cohen

be difficult to manage. Having been

is not a result of the friendliness and

symbols to illustrate how they connect

Known as The Tech Rabbi

to ISTE previously, I knew that I had

empathy she exudes, although they

with that quote. This engages both

(@TheTechRabbi), Michael Cohen was

to prepare for the event. While the

are some of her strengths. The real

hemispheres of the brain; meaning

one of the stars at ISTE this year. He

conference comes with a custom-

demand for her stems from the way

students are building deeper, long-term

presented one of the most powerful

made app, I had also worked out

she has seamlessly integrated art and

connections with the work the teacher

keynotes of the conference. Rabbi

a personalised itinerary that I kept

technology. Follow her online

is setting. Tara is also the author of

Cohen spoke about creativity and the

stored in the cloud. I had back-up

(@art_cathyhunt) and be inspired by

a new book called Be Real: Educate

need to ensure its authenticity and

batteries for my phone and more

the work she does with her students at

from the Heart. I read this book on the

purpose in education. Choosing to do

charging cables than you could

St Hilda’s on the Gold Coast.

flight home to Australia. It was hard to

a keynote on creativity is a big call, as

put down.

many notable experts have covered this

The size of the conference can

poke an iPhone at. The conference is well stocked with charging points

Monica Burns

because, as you would expect with

Monica Burns (@ClassTechTips) is

Carl Hooker

famous TED talk on creativity is still

a quality conference, the workshops

one of the hardest working educators

Carl Hooker (@mrhooker) is one of the

the most watched TED talk in history.

are often very interactive and you

I know and she is completely

most innovative leaders in education.

Rabbi Cohen cleverly came at it from

needed your devices going to get the

committed to sharing her work and

He is a successful author of the

a different angle. He challenged the

full benefit of being there. The social

ideas with teachers everywhere. Her

Mobile Learning Mindset series, the

audience to embrace the fact that

media aspect of the ISTE conference

blog classtechtips.com is an absolute

Director of Innovation at Eanes ISD

innovation in education is not limited to

is a behemoth in itself. During the

must-read. She updates its contents

(which encompasses nine schools),

technology and that if we see school as

conference, the hashtag #ISTE18

incredibly regularly (I genuinely do not

the creator behind iPadpalooza and

the only place to learn we are missing

was used more than 150,000 times

know how she finds the time) and has

LEARNfest and is a proud Texan! Carl

out. One of his best lines of the talk was,

on Twitter and there were just over

created a complete treasure trove of

embodies the vision of leadership that

“A classroom is found everywhere, if

60,000 Instagram story views.

resources, tips and ideas for teachers.

builds people up. If you want to know

you look at it right.”

28 | EDUCATION TECHNOLOGY SOLUTIONS

topic publicly before; Sir Ken Robinson’s

educationtechnologysolutions.com.au

Teaching Kids to Learn... by Teaching Kids to Code

| COVER STORY Andrea Tolley

Amanda Fox

voice on integrating virtual reality (VR)

Institute, as well as my Top 5 Tech Take-

Andrea Tolley (@tolleya) is possibly

Known online as @STEAMPunksEDU,

into the classroom and is constantly

aways from ISTE. n

the least known educator on this list,

Amanda Fox is an up-and-coming

pushing technology to its limits. An

but that does not take away from the

superstar. She is definitely one to

inspiration with the use of Co-spaces,

#aussieED (the largest Australian

quality of her work. A tireless educator,

watch. Well-versed in all things

she is also a pivotal part of the VR

Ed-Chat on Twitter) and a moderator of

Andrea’s commitment to helping others

Science, Technology, Engineering, Arts

Podcast series.

multiple Twitter chats. He is a primary

means that she is a great teacher to

and Mathematics (STEAM), Amanda

connect with if you want to globally

has used her entrepreneurial skills

a short Vlog series. You can find the

past 18 years, has taught in South East

collaborate on a project. Her skillset

to establish a physical SteamPunks

videos on my new YouTube Channel –

Asia and Australia in both public and

is quite varied, but she is particularly

location where students can come and

Mr Salakas. On the channel you can find

independent schools. He is passionately

good at using OneNote and is a must

learn STEAM-related content outside of

an in-depth video linking my learning

committed to turning educational theory

follow if you are a Microsoft educator.

school hours. She is the leading female

to the Art found at the Chicago Art

into real classroom practice.

30 | EDUCATION TECHNOLOGY SOLUTIONS

During my trip to ISTE, I created

Brett Salakas is the founder of

school teacher/leader who, over the

educationtechnologysolutions.com.au

| FEATURE

32 | EDUCATION TECHNOLOGY SOLUTIONS

educationtechnologysolutions.com.au

THE EVER-CHANGING ROLE IN

DIGITAL LEADERSHIP

BY RICK NOACK

How do you Lead a Digital School?

enhance student learning and teacher

valuable resource at their disposal

pedagogy. This simple approach allows

– their students! This group was my

years. Moving from the earlier roles of

Let us look at the John Kotter model –

staff to see that the way in which we

guiding coalition! This was the first

managers, financiers and disciplinarians

8 steps to Leading Change:

have taught in the past must change to

group of teachers to attend the IWB

to now the role of mentoring and

1. Create – a sense of urgency.

support the students of now.

Leading a Digital School with me and

coaching, and facilitating effective

2. Build – a guiding coalition.

pedagogical practices with an ever-

3. Form – a strategic vision.

2. Build – a guiding coalition

increasing load from the systems in

4. Enlist – a volunteer army.

With the realisation that the digital

3. Form – a strategic vision

which leaders work within. It cannot all

5. Enable – action by

world is within our reach and that our

So, we had the urgency created and

students are at risk of ‘missing out’,

a guiding coalition, but that was not

6. Generate – short-term wins.

a select few staff began to seize the

enough to lead the digital ‘revolution’

need to ensure that the best possible

7. Sustain – acceleration.

moment and question the changes

at my site. The energies were high and

opportunities are available for them

8. Institute – change.

needed in teacher pedagogy to

new-found learning was being trialled,

employ digital tools to enhance the

but what for? Where was this going

1. Create – a sense of urgency

learning outcomes for all, including

to head, what were the intentions and

themselves as educators. This is the

how would we know we were making a difference for our students? This

The role of the school leader has encompassed so much in the last few

be done by one person.

As students enter schools, we

removing barriers.

to flourish and grow, to challenge and support them as they develop into effective global citizens in an everchanging digital world.

not just my leadership team.

The digital world surrounds us all and

group I turned my focus to. We began

Change is inevitable and leaders

as our students enter our sites they

with small group meetings of two to

was the defining moment for me as a

need to ensure that the best pedagogical

have already been exposed to a vast

three staff to share early thoughts and

leader. Through the careful planning

practices, in particular effective digital

array of digital tools. Students come to

potential possibilities using digital tools

and ‘planting of seeds’, the digital

pedagogical practices, are led in

school with this background swell of

in their classrooms. The group was

leadership had begun to sprout. It was

their schools.

digital access and in some instances

able to pose important questions in a

clear that a purpose and vision had to

are forced to leave the digital tools

non-judgemental environment where

be defined and had to be embraced by

teacher, ‘it is ok to do what you are doing

behind as they begin their educational

no one had the answers but instead

those willing to guide the digital change

now but it is not ok to stay that way in

learning journey. It is with this dilemma

posed more questions. This group

required. Through the small group

the future’. We need to evolve and refine

that I ‘create the sense of urgency’ for

was provided time to explore possible

meetings, I was able to support the

our pedagogical practices to ensure that

staff at my site. I provide my staff with

solutions, investigate possible site

group to identify what a digital school

we provide the very best for the students

short, current articles which support

directions and implications, dabble in

would look like, sound like and feel like.

of the day in a digital society.

the movement of digital tools to

their classrooms and enlist the most

At this point, it was time to dream big

I often reflect on the saying as a

educationtechnologysolutions.com.au

EDUCATION TECHNOLOGY SOLUTIONS | 33

| FEATURE

and set a vision for our site. We broke

and students to be the thoughtful risk

8. Institute – change

Sunshine Coast where I will present my

the vision down into three parts: our

takers and providing time for staff to

From the initial spark grew the ever-

journeys, both past and present, in my

10-year vision, five-year vision and

meet with one another and explore,

burning flame, increasing in intensity

workshop – OMG I’m Back in the Dark

one-year vision! From this point, the

share and open dialogue on the effect

over time. The digital change had

Ages. Again! n

group had defined the strategic vision

the digital tools were having on their

arrived and, as the digital leader at my

for our site.

teaching practice and student learning

site, it was important for the focus

outcomes gave rise to the second

of digital tools and technology to be

Hills West Primary School. Rick has

wave of wannabes.

embedded within all aspects of our

been a leader in schools since 2009,

school and community where it was

initially as an RBL coordinator focusing

6. Generate – short-term wins

seen as part of the culture of the site

on pedagogy and digital technologies,

and an expectation that the students

before moving into an Assistant

guiding coalition formed the initial wave

Any good digital leader knows

are globally connected learners.

Principal role, including leading digital

of change agents, with a few extra

that short-term gains support the

This remains the paramount focus in

technologies, and now as a Principal.

staff who had now been enticed into

continued growth towards the big,

digital leadership – to further enhance

He has a real passion for digital

the, as stated by them, “digital secrecy

audacious goals. It is this momentum

student learning outcomes in a global

technologies and their importance in

group”! As the leader, I sat alongside

and recognition which unleashed the

digital world at my site. This supports

enhancing student learning outcomes

each staff member, learning, exploring,

fire in many of the staff at my site.

the drive to maintain the effective

in schools.

creating and developing understanding

Sending my staff to the Leading a

change cycle.

with them and their students, but

Digital School Conferences over many

always providing the guiding questions

years has supported staff to come to the realisation that their dabbling,

John Kotter Model, 8 Steps to Accelerate Change

at the Twin Waters Resort, Sunshine

of “How will this improve student learning outcomes?” and “What

experimenting and implementing

Given that this is one of many change

Friday 17 and Saturday 18 August

are the implications for improving

digital technologies within their

models, as a leader of a digital

2018. Visit www.iwb.net.au for

teacher pedagogical practice with

pedagogy provide their students with

school, this model provides a useful

more information.

digital tools?” This was the exciting

a deeply enhanced curriculum. Staff

holistic approach to moving forward

time within our digital revolution as

were encouraged to celebrate their

with digital leadership and digital

leaders need to ensure that the best

staff and students flourished, failed,

successes with their peers, share their

technologies at any point within your

pedagogical practices, in particular

tried, created, explored, designed,

achievements and presented their

own site’s journey. For me, the digital

effective digital pedagogical practices,

embraced and even discarded digital

best pedagogical practices which had

school leadership story begins once

are led in their schools.

technologies. This was the wheel

embedded digital ICTs.

again as I embark on a change journey

4. Enlist – a volunteer army This is the time, as the leader, to engage with the staff who are willing to have a go and be the risk takers. The

and explore the digital train.

Rick will be presenting at the Leading a Digital School Conference Coast, Queensland, on Thursday 16,

Change is inevitable and

Any good digital leader knows

in a new site where the dinosaurs

that short-term gains support the

7. Sustain – acceleration

still roam! So join me at the Leading

continued growth towards the big,

As the digital leader of my site and

a Digital School Conference on the

audacious goals.

beginning to turn and many more passengers began to climb on board

Rick Noack is the Principal at Para

through the empowerment and

5. Enable – action by removing barriers

ownership of staff, digital technologies

With the staff and students actively

within our site improvement plan,

embracing the new digital change, as

leading to whole staff engagement with

the leader, it was key to remove any

digital tools specifically tailored to the

barriers in order for staff to truly see

individual needs of each staff member.

that the change was possible. School

Staff planned and ran their own

budgets were scrutinised to open

professional learning sessions and

up funding for the exploration and

included targeted pedagogical practice,

creativity to increase digital tool access

sharing where digital technologies had

to staff and students. Control over app

enhanced student learning. The focus

installation, filtering, software settings

questions now became, how do you

and installation were all handed over

use digital technologies, and how does

to the teachers. No longer did my

it enhance the learning for all your

staff need to wait for the IT person to

students? This continued to create

install a program or unblock a website

excitement and commitment from all

or online program. My leadership in

staff to embrace digital technologies

this supported staff to understand

within their classroom programs

that there was nothing to break and

in order to challenge and engage

that all would be good because we

students in a rich and meaningful

had a backup copy. Enabling the staff

global curriculum.

34 | EDUCATION TECHNOLOGY SOLUTIONS

and pedagogies became embedded

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CHECK OUT OUR WEBSITE www.educationtechnologysolutions.com.au

| FEATURE

36 | EDUCATION TECHNOLOGY SOLUTIONS

educationtechnologysolutions.com.au

PERKS OF A FLIPPED PRIMARY CLASSROOM

YOU CAN DO IT TOO!

BY MATT BURNS

There are some teachers who think

screencasts as an instructional tool”

that the flipped classroom is just for

for the flipped classroom and all will

high school. I do not agree. In a sense

be well.

– it all depends how you define the flipped classroom.

If your definition of the flipped

about today is the concept of using

classroom is “a classroom in which

screencasts, or ‘learning videos’, in

all the instructional content is viewed

order to help your students learn (in or

at home, and in which the homework

out of the classroom).

is done in class”, then yes, I would

educationtechnologysolutions.com.au

I hope that opens a few doors for you. All we are really talking

I have been doing this for five years

agree with you. The flipped classroom

in my primary classroom and I have

is probably not for primary schools.

seen the results. My classroom has

But I do not think that is an accurate

been transformed for the better. The

definition of the flipped classroom.

students’ learning has improved and

I prefer Aaron Sams’ definition (a

they prefer it. I have more time to work

leader in this movement), first posted

one-on-one with particular groups or

on his blog in 2011. When you read

individuals. Furthermore, I am able to

anything about the flipped classroom,

differentiate the curriculum to a degree,

mentally substitute “a class that uses

which I was not able to previously.

EDUCATION TECHNOLOGY SOLUTIONS | 37

| FEATURE

in an ad hoc manner, gather some

Australia in Year 5. They missed a

this point, what students cannot do

devices being more available to

information with the students about

very important writing lesson. The

with devices is debate, collaborate and

individuals, the latent growth of Wi-Fi

what they are specifically struggling

lesson itself was broken up into

empathise. Devices will not be able to

we have seen in classrooms and a

on. After this, students access a topic-

separate parts and took about one

facilitate the lesson; students still need

little creative thinking. That is it; in a

specific screencast that the pre-test

and a half hours. The lesson was not

each other and teachers.

nutshell, there are new technologies

has revealed they need some help

all lecture; there was plenty of ‘listen

available that can dramatically (for the

with. The screencasts contain brief

and do’ in the lesson. I made a very

front delivering one lecture to the

better) change how teachers teach. It

lessons and activities within. I am then

basic recording of the entire lesson in

class, in one place, at one time, at one

is not rocket science.

able to wander around the classroom

15-minute segments, as I taught it. I

pace? I think, given the Wi-Fi access

helping individual students as they

just used my ordinary old iPhone to

that we have today and the devices

screencasts or learning videos

need, whilst really the entire class is

record and the ‘old-school’ whiteboard

available to many students, those days

that you think you can use in your

receiving multiple different lessons

(not electronic). All the girls came in

are probably coming to a close. n

classroom (students tend to prefer

pertaining to their specific needs.

the next day, put on their headphones,

I suggest it is all down to personal

How can you do it? Make some

your own). The videos do not need to

Another classic example is the

accessed their devices, turned on the

But the days of standing out the

Matt Burns is the Stage 3

be Hollywood productions; they just

weekly spelling test. Are you still

lesson and caught up to the rest of

Coordinator and Tech Integrator

need to be.

reading out one list for all the students

the class.

at William Carey Christian School,

You can incorporate screencasts

to write down? Are you still waiting

I asked the girls if they felt a

Sydney, Australia. Previously he was

into the students learning in any way

for the slowest speller to move at the

part of the lesson. They said yes.

the Flipped Classroom Coach K-12 at

that works for you and the students.

pace of the class? You do not need

Subsequently, I saw the girls’ writing –

Inaburra School, Sydney, Australia.

Perhaps you could put them into small

to do it this way. You could record the

it was more than adequate. They were

Matt will be leading a Cohort

groups and have different groups

spelling list on YouTube and students

prepared for the exam. Of course,

workshop at FlipCon Australia 2018

engaged in different lessons pertinent

could access it at their own speed on

students will need devices. They will

– Flipping the Primary Classroom.

to their specific needs? (I tend to

separate devices.

also need headphones. This you will

Take a look at the program at https://

have to sort. Technology is changing

www.iwb.net.au/flipcon/au/program/

do this a bit.) A regular practice for

Recently, I had six girls away at

me is to perform a pre-test with the

the soccer competition. It was four

and so should teaching. Some people

Matt’s blog can be found at http://

students before the final summative

days before the yearly standardised

think that students cannot learn from

flippingmyprimaryclassroom.

assessment. In this way I very quickly,

(NAPLAN) testing we complete across

devices. That is simply not true. At

blogspot.com.au

38 | EDUCATION TECHNOLOGY SOLUTIONS

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SCAN CODE WITH YOUR CAMERA

| NEXT STEP

40 | EDUCATION TECHNOLOGY SOLUTIONS

educationtechnologysolutions.com.au

WHY ACCESSIBLE EDUCATION NEEDS TO BE MORE THAN A TICK-BOX EXERCISE

BY PROFESSOR SHELLEY KINASH & AKSHAY SAHAY

What image comes to mind when

example, closed captioning now

metaphor means that the equivalent

universally designed desk or kitchen

you hear the word ‘accessibility’?

means that deaf students can access

phenomenon is taking place online

bench can be easily lowered for

Most likely, it is the wheelchair sign.

videoed content. However, emergent

and/or in the digital sphere. So, for

someone in a wheelchair and raised

This means that there are larger sized

technologies have also introduced

example, even though screen-reading

for a tall person with back problems.

parking spaces, which are closer

new complexities. For example,

and dictation software were designed

Applied to learning, UDL means

to entrances, so that people can

graphic design has introduced images,

for blind people, we have a colleague

that with some forward-planning,

park accommodating vehicles and

fonts, colours and layouts faster than

with a shoulder injury who is using

accessibility does not need to be

reasonably access public places.

screen-reading technologies can adjust

it until she can once again use her

costly, cumbersome or stigmatising. In

to translate into spoken text that blind

arms to type. There are a lot of drivers

other words, by planning education that

students can access.

(without disabling conditions) who

accommodates the needs and wants of

are now using the same type of

diverse learners, most of the students will benefit.

The physical dimension of educational accessibility means that students are able to make their ways

Education technology has had

to the door and through that door and

such far-reaching consequences for

technology, to speak their texts rather

then move about within the room.

accessibility that it has earned its

than diverting their attention to their

Sometimes inaccessibility is at this

own metaphor: electronic curb-cuts.

screens and moving their hands from

multiple means of:

physical level, whereby there is no

Admittedly, the metaphor was coined

the wheel.

• representation

ramp to get to the door, the doorway is

in North America, so some explanation

too small to allow a wheelchair through

is required. Curb-cut refers to the raised lip between the footpath and

Universal Design for Learning (UDL)

• expression.

and/or there is a tiered lecture theatre whereby a student has to stay down

the bitumen. They are seen most often

The metaphor of electronic curb-cuts

educator’s teaching. Online, this

at the platform with the lecturer, rather

next to shops and other public places

has become the metaphorical image

means that the teacher presents the

than up in the seats with student peers.

such as hospitals. They were initially

for universal design for learning.

same materials in multiple ways. For

Educational accessibility goes

designed for wheelchair users, but are

The concept of universal design

example, the educator might post

much further than the physical sense.

used far more frequently by parents

came first (in architecture), and was

a podcast lecture, an explanatory

The advance of technology has levelled

pushing prams or trollies and by people

applied to learning later. Our stand-up

video showing the concept in

the playing field in some cases. For

on pushbikes. Adding electronic to the

desks result from universal design. A

context, the transcripts of that

There are three UDL propositions –

• engagement Representation stands for the

| NEXT STEP

reasons, but these need to be shared

their learning or, in other words,

terms and a practice test that gives

motivation. UDL recognises that

with the students. It has long been

assessment. We have all seen the

students immediate and specific

diverse students are motivated by

recognised that assessment is the

cartoon about the ridiculous notion

feedback on their learning. Not only

different factors and in different ways,

key motivating factor in education. Is

of grading a fish on its ability to ride

does this mean that blind and deaf

and that the same student needs to be

it on the test? How many marks is it

a pushbike. Yet, how often do we do

students can access the materials,

engaged differently at various stages

worth? In diverse classrooms, there

this in education? Multiple means

but it also means that students

of schooling or within the degree. For

are also those who engage for the

of expression means that we are

with learning disabilities can revisit

example, one of the perceived failings

love of learning. Multiple means of

explicit about the expectations and

the concepts in multiple formats,

of secondary and higher education

engagement remind us that people are

guidelines and then allow the students

and students from non-English

is that educators are rarely explicit

motivated in different ways, and that

to create and present in the way that

speaking backgrounds can see the

about the connection to employability.

we need to find lots of creative ways to

they choose, and hopefully that best

terminology in print so that they can

Why does the psychology curriculum

invite and sustain participation.

represents their learning.

double-check what they thought they

focus on theories, theorists and

heard and increase their disciplinebased vocabulary.

lecture and video, a glossary of key

42 | EDUCATION TECHNOLOGY SOLUTIONS

Engagement is a synonym for

Expression stands for what the

There are now many case

statistics when the student enrolled

students create as part of the learning

studies and good practice guides

to be a counsellor? There are valid

experience and/or to demonstrate

that feature ideas and strategies

educationtechnologysolutions.com.au

disabling conditions. Education

7.6 billion people in the world and

University graduates with disabling

institutions are much better at

approximately 7 percent have a

conditions (as compared to adults with

physical accessibility than digital/

university degree. Approximately one

disabling conditions who do not have a

online accessibility. Furthermore,

billion of our total population has

university degree) are far less likely to

support services are usually provided

some type of disabling condition. As

be impoverished, lonely and to develop

face-to-face and therefore do not

compared to the general population,

mental health conditions.

accommodate online/external students.

people with disabling conditions, overall,

There are many instances in which

have far less years of schooling, are

is not optional in education is that the

educators do not comply with the

much less likely to have graduated Year

law requires it. Under the Australian

institution’s own guidelines.

12, are very unlikely to have enrolled in

Government, the Disability Standards

higher education, and even less likely

for Education (2005) require that

Reasons why education needs to be authentically accessible

to have graduated. They are far more

students with disabling conditions can

likely to live in poverty and require

access and participate in education

social assistance. People with physical

on the same basis as other students.

The first reason why schools and

or cognitive impairments are far more

The onus of responsibility is on the

universities need to be accessible is

likely to be lonely and to develop mental

educational institutions to provide

that when an improvement is made to

health conditions.

admission, participation and use of

learning and teaching for one or two

One of the major underlying

The third reason why accessibility

facilities and services. The Higher

students with disabling conditions,

reasons for the education/opportunity

Education Standards Framework (HESF)

the change almost always makes it

gap is that education is inaccessible.

requires that education creates equivalent

better for most of the students. One

An extreme negative end of the

opportunities for academic success.

year, a teacher we knew had a hearing

accessibility continuum is that many

Institutions are required to monitor

impaired student in her class. To

schools and universities find reasons

participation and success of identified

accommodate the student, the teacher

to deny enrolment to students with

groups and to make improvements and

used a microphone, speaker and FM

disabling conditions. Claimed barriers

offer support accordingly.

system. The next year, the student

include physical access restrictions

went on to the next class and the initial

(e.g. no ramps), too many students

that universal design for learning and

teacher stopped using the accessibility

and not enough teaching staff and/or

accessibility are most powerful when

technology. The children who had

prohibitive fees.

considered as a value-add and a

In closing, it is essential to recognise

strength, as opposed to obligation and

visited her classroom the year before

When students are admitted,

and were now in her class asked her

they are often excluded, socially and

burden. We close this article with a

to start using it again – we like it so

educationally. For example – children

passage from our University’s Disability

much better when the teacher is easier

with disabling conditions are often

Action Plan in a section titled, Strength

to hear.

seen playing alone or with a paid adult,

in Diversity.

In higher education, an educator in

because schools do not make the effort

An inclusive, diverse institution is

online learning changed the font and the

to support their social acceptance,

a strong and flexible one. Rising to the

contrast for a student with low vision

appreciation and inclusion. Many children

challenge of creating an equitable and

and started posting the full transcripts

and adults with disabling conditions are

accessible environment is to lead by

from his recorded lectures for a deaf

taught separately and/or with different

example, to drive innovation, to empower

student. The educator received a

curriculum and experiences than students

and to inspire. Ultimately, it leads us

to implement accessibility and

flood of emails from many members

without such conditions. When they are

towards achieving the best possible

scale-it-up so that other students

of the class thanking him for making

taught together, educational activities

outcomes for our staff, students and

benefit, through universal design

the changes. He noted that many of

and materials are often prohibitive. For

communities. n

for learning. Furthermore, the W3C

these thanks came from students from

example, even with today’s technology,

Web Accessibility Initiative features

non-English speaking backgrounds.

blind students usually receive Braille

‘practical tips anyone can use.’

International student education is

versions of university course-texts half

Director, Advancement of Learning

Australia’s third-highest export industry

way through the semester.

and Teaching at the University of

However, even with these

Professor Shelley Kinash is the

standards, educational accessibility

and many research studies show that

The travesty of exclusion is that

is still mostly a tick-box exercise.

educators who apply UDL, better meet

education is a social process designed

True impact for those with disabling

the needs of these learners.

to add value and thus opportunities

and Electronics Engineer registered

Southern Queensland.

Akshay Sahay is an Electrical

for individuals and societies. When

with Engineers Australia. He is a

In Australia, students with disabling

and universities need to be accessible

education is designed to work for all

Senior Technical Officer in Assistive

conditions have lower success rates

is that education has the power to

students, regardless of whether or

Technologies and an Academic in

and are much more likely to drop-out

change lives for students with disabling

not they have a disabling condition,

Engineering at the University of

of university than students without

conditions. There are approximately

the outcomes level the playing field.

Southern Queensland.

conditions has not been achieved.

educationtechnologysolutions.com.au

The second reason why schools

EDUCATION TECHNOLOGY SOLUTIONS | 43

| LET’S TALK PEDAGOGY

44 | EDUCATION TECHNOLOGY SOLUTIONS educationtechnologysolutions.com.au

GAMIFICATION ST 1 EDITION:

HOW WE GAMIFIED OUR CLASSROOM

BY PETE WHITING

Gamification as Mastery Almost four years into our flipped classroom practice, my teaching buddy, John, and I decided that it was time to move beyond flipped 101.

Following attendance at FlipCon 2015, we knew that we wanted to move our students to mastery learning. We had dabbled in this before but had not had much success; following FlipCon we felt we might finally have the tools.

Eventually, we settled on gamification as our key to mastery. It

Figure 1: Our ‘bible’ in this endeavour

made perfect sense to us as two men who had spent way too much time gaming ourselves – I would learn much later while recording our podcast that John was a mad WoWer in times past.

I will write more about why we decided on gamification in a future post, but suffice to say the concept of beating bosses before you are allowed to move on really appealed to the Dungeons and Dragons (D&D) nerd in me.

What did we Gamify?

Our school has allowed us to implement a cycle of action research

Figure 2: The field guide we could have used six months earlier

(AR). Usually, my approach – like when I started flipping the classroom for the first time – is an all-in, knock down the doors with enthusiasm kind of approach. Since we had started using

educationtechnologysolutions.com.au

EDUCATION TECHNOLOGY SOLUTIONS | 45

| LET’S TALK PEDAGOGY

XP were weighted the heaviest for

AR as our main form of professional

Level 2: Character

a very explicit way. It is a rewarding

development, we decided to run it as

We thought character development

process for those who do work when

an AR project to be a bit more objective

would be much more important than

contrasted to a punitive process for

Core videos fit under the Bloom’s

on whether or not the project worked –

it turned out to be. I think in future

those who do not do their work. The

category of Understand and

this meant we needed to be a bit more

editions of the game that we will get

hope here is to promote a positive

Remember. Side quests tended to

conservative in our approach.

back to this being key. We made our

and growth mindset when it comes

fall under Analyse, Apply, Evaluate

characters too complex. We stuck too

to players’ learning – they can always

and Create.

classes (both were parallel classes),

closely to the D&D-style character

get better.

my senior chemistry classes and

sheets. All we needed, it seems, was

So, how does a player gain XP?

John’s senior biology class. To see

for a character to have a name, a job/

By doing things. It is that simple. Each

The students had access to this

what their online platform looks like,

guild and a stat block.

task that students complete gains them

spreadsheet that allowed them to keep

We chose our Year 8 science

these tasks.

XP were originally recorded for each class in a Google spreadsheet.

check out the class website at https://

We used the jobs/guilds to break

XP. The XP are linked to their end-of-

track of the work that they had or had

sites.google.com/site/catfisheducation

the students into groups based on what

semester grade and the tasks fall into

not done.

they thought their strengths were in

several categories:

How did we Gamify our Classroom?

the class. For example, each party (an

• Core videos: These are videos for

RPG term for a group/team) has three

the flipped classroom that must

It is all set up to look like an old-school

to four members from different guilds

be done to progress. These are

Level 4: HP

role-playing game (RPG). As I said, I

– engineers, mathematicians, librarians

the lowest level of quests (tasks)

While obviously we hope the students

am a D&D nerd. I have always played

and reporters. The players did not have

as far as XP are concerned,

will do the work we set for good intrinsic

D&D or some variant. Put simply, D&D

to be experts in these areas – just

although more can be gained by

reasons, this will not always realistically

rules and all teachers should be playing

where they were more comfortable

asking questions or answering the

be the case. HP, also known as hit

it for lots of reasons – but more on that

and could start to take leadership

questions of their peers.

points, are the class’ discipline system.

in a future post also.

roles there.

The stat blocks were a set of five

• Side videos: These are videos

When a player levels up, they gain HP (hit points) and items.

Players start at Level 1 and have limited

that are supplementary and are

HP. If a student breaks a rule then they

Level 1: Story

stats that were subject relevant. The

not required to progress through

lose a corresponding amount of HP.

Casual games and casual gamers are

players could start with a five in each

the game. XP rewarded for

Early on in the year, when a teacher

a great trend – growing massively

stat or break up a total of 25 based

these activities are higher than

might need to be more strict, player

thanks to mobile technologies. What

on what they thought their strengths

core videos.

death comes a bit quicker.

I feel makes them ‘casual’ is their

were. The stat block was vital to the

lack of story and immersion. This

game and served as a self-reflective

compulsory tasks. Core quests

is attacked in mob attacks and his HP

is the opposite of what we wanted.

tool. Whenever the players levelled

need to be done and are worth

falls below zero. At zero HP, a student

We wanted something immersive

up or completed certain tasks, they

more XP than videos. For

receives a punishment – we called

with longevity. If this was to have the

were able to add points to the skills

our classes, these included

this a throw of woe. We used a D12

rewards we thought it would (and

in their stats where they felt they

presentations, experiments,

(twelve-sided die) with punishments

ultimately did), then it was going to

had improved.

research tasks and so on. The

of various severities (extra tasks, class

XP were weighted (hopefully)

presentations, clean a lab, loss of

according to the time required.

XP and a 1/12 chance of completely

need to go the distance. If you do not want to invest in a long story, at least

Level 3: XP and Levels

come up with a theme (that is what we

The cornerstone of the game was the

did) and let the students tell the story

XP and levelling system. XP stands for

from there.

experience points. XP is how players

• Core quests: These are all

• Side quests: These were tasks that were extra to the core quests. The

Player death occurs when a player

escaping any punishment – the mighty hammer of justice misses this time).

show they are progressing through the Here are some themes that we have

game and is a way of marking their

used or toyed with:

achievements. When a player gains

• post-apocalyptic Earth

enough XP, he moves to a new level –

• colonising Mars

he levels up.

• stuck on a desert island/survival • historical adventure.

The XP and level system is the toughest part of a game to get right.

Even after quite a lot of tweaking, I

Basically, it could be any adventure

feel as though it still is not balanced

scenario. All we really needed was

quite right. The coolest thing about this

a hook from which to hang the

though is that XP are accretive. Players

curriculum. The other reason we found

can only gain XP; they cannot lose

it so appealing was that it lends itself to

XP (except in special circumstances).

project-based learning as well. In fact,

Players can monitor their growth

Figure 3: Bloom’s Taxonomy in the flipped classroom looks more like a diamond;

that was our original goal.

and progress through the course in

not quite a dimaryp

46 | EDUCATION TECHNOLOGY SOLUTIONS

educationtechnologysolutions.com.au

While obviously we hope the students will do the work we set for good intrinsic reasons, this will not always realistically be the case. the students in our game. Although

working in my Gamification Cohort at

ladies are encouraged to be their own

RESCON Australia at Monash University

saviours in Operation Midnight Pheonix.

in Melbourne on 14 and 15 September

Boss battles are how we solved this problem. Players must defeat mini-

2018. Visit www.resconaus.com for more information.

bosses and epic bosses. Mini-bosses occur in the middle of the unit and they

Acknowledgements

are signposts along the way. To move

When we started this journey, we

on to the next sub-level of the game,

did not have much of a roadmap and

players have to beat it by scoring 75

we relied a lot on journal articles,

percent or above. Players must show

blog posts and our experiences as

mastery. This is the same for the end of

gamers. Eventually, we started to

each level where the players battle the

really need some more guidance. For

epic boss.

this guidance, we leant very heavily

Boss battles are essentially Google

on the work of Lee Sheldon and a

Figure 4: XP earned for various types of tasks – note that XP increase as you move

Forms that are set up as quizzes. The

little later on the work of Matthew

further up Bloom's Taxonomy

new format of Google Forms allows

Farber. Their books have been

them to be graded individually within the

absolute touchstones for us. Lee

user interface. It is an absolute dream.

Sheldon’s work in particular inspired

Level 5: Items

Next, we planned our videos and

Grading can be done automatically

many revisions to how our game ran.

Players receive items and powers that

activities which needed to meet these

(with pure multiple choice) or as a

Unfortunately, Farber’s book came

they can use in class whenever they

standards at a minimum. These made

combination of automatic marking

a little later in the journey. It is an

level up or complete certain tasks.

up our core quests and core videos.

and teacher grading, giving individual

excellent book though and I cannot

Generally, gamification has resulted

Side quests were made up of the extra

feedback. It is very easily done on a

recommend either of these books

in higher intrinsic reward in players’

tasks that could (hopefully) lift a player

clean and easy-to-read interface. The

highly enough. Both are still being

education, but this has provided a buff

from an average student to an A-level

results can then be forwarded with

relied on constantly in our revisions.

in the terms of extrinsic reward.

student or a L337 player.

individualised feedback to the students.

Get these books ASAP if this is

They know what they need to work on

something you are considering. If you

to master this level.

only get one, go for Sheldon, but both

The syllabi were given to the Level 6: Quest Log (Syllabus Design)

players as a quest book – this can be

Now that we had a rough idea of what

seen at https://www.catfish.education/

Boss battles like this are great

are excellent. n

– students always see that they can

the game should look like, it was time to map the syllabus to the game. For

Level 7: Mastery and Boss Battles

get better. Losing a battle is a chance

Pete Whiting is a science,

us, this meant a quest log/quest book.

This is where we feel that this system

for students to lick their wounds and

chemistry and biology teacher at

So we got to planning. We looked

works well for mastery. Just as Mario

work out how they can beat it next

Kinross Wolaroi School in New South

at our syllabi and worked out the

cannot rescue the princess in his

time. That is the awesome sauce here

Wales. He can be contacted via email

outcomes that needed to be mastered

slightly heteronormative display of

with gamification. Students do not go

pwhiting@kws.nsw.edu.au. Follow him

to be competent in our subjects and

rescuing a damsel in distress without

backward – only forwards.

on Twitter @mr_van_w or visit www.

mapped them into a running order.

passing all the obstacles, neither can

Come and spend the day with me

mrvanw.com for more information.

Figure 5: Just as Mario cannot move on without passing all the obstacles, neither can the students in our game

educationtechnologysolutions.com.au

EDUCATION TECHNOLOGY SOLUTIONS | 47

| PROFESSIONAL DEVELOPMENT

48 | EDUCATION TECHNOLOGY SOLUTIONS

educationtechnologysolutions.com.au

BY KELLY HOLLIS

THE FLIPPED CLASSROOM, MASTERY MODEL AND EDUCATION PERFECT: A PERFECT COMBINATION The flipped classroom model has been

space (as well as the digital

identified as a pedagogical pathway

learning space) and provide

for teachers to follow to move toward

students with a choice of when

more powerful learning and teaching

and where they want to access the

strategies by leveraging the technology that is emerging to deliver lessons

information needed.

• Learning culture shift: the culture

(Bergmann & Sams, 2014). The flipped

in the classroom changes from

classroom is an active, student-centred

a teacher-centred to a student-

approach that was formed to increase

centred approach where the

the quality of face-to-face time spent in

teacher goes from the ‘sage on the

classrooms (Ozdamli & Asiksoy, 2016).

stage’ to the ‘guide on the side’.

• Intentional content: the flipped

educationtechnologysolutions.com.au

Flipped learning allows teachers to

classroom needs a teacher who

provide their students with:

is able to evaluate what content

• Flexible learning environments:

needs to be taught directly versus

where they are able to implement

the content that can be explored

a variety of learning models,

outside the classroom. This will

physically rearrange the learning

maximise classroom time to allow

EDUCATION TECHNOLOGY SOLUTIONS | 49

| PROFESSIONAL DEVELOPMENT

students to explore other learning

‘remember and understand’ levels of

strategies such as problem-based

Bloom’s outside the classroom without

learning (PBL) and peer-instruction.

their teacher, reserving time spent in

• Professional educators:

class for the higher order levels of

teachers need to be reflective and

thinking, including creating, evaluating,

collaborative when implementing

analysing and applying (See & Conry,

the flipped classroom model. The

2014). These activities usually take a

role of the teacher shifts from one

longer period of time to complete and

of content delivery to one where he

often require the support and input of

or she mentors the students.

the classroom teacher. The traditional

(Hamdan, McKnight, McKnight &

classroom model sees students often

Arfstrom, 2013)

take notes from the board or read information before completing project

The implementation of a flipped

tasks at home. Flipping this process

classroom model also allows

allows for those higher order activities

educators to shift the lower end

to be explored where students feel

of Bloom’s Taxonomy out of the

safe and supported. Subjects that

classroom (Sams & Bergmann, 2013),

consist of educational content that falls

allowing them to be present with their

within these lower levels of Bloom’s

students while they are facing more

Taxonomy are those that may benefit

difficult activities. By completing a

the most from a shift towards the

Image: Williams, Beth (2013). How I flipped my classroom. NNNC

range of easily achievable activities

flipped classroom model of teaching

Conference, Norfolk, NE.

at home, students interact with the

(Sams & Bergmann, 2013).

50 | EDUCATION TECHNOLOGY SOLUTIONS

educationtechnologysolutions.com.au

With advances in technology

of ways, including simple text with

how the students have interacted with

occurring all the time, educators are

keywords highlighted, short videos

this material. This will help to guide

in possession of a paradigm-shifting

or a combination of both. After

the teacher on how to start the lesson

toolbox that will help them change the

students have been introduced to the

where the students will be further

shape of education and enhance the

content, the platform assesses their

exploring this content. Through the

student learning experience (Albert

understanding of this through a range

mastery model, most students should

& Beatty, 2014). The wide range of

of question types. A cycle of content

have been able to develop a grasp of

technology available to educators

learning and assessment continues

the content by completing the Smart

today enables them to provide students

until the lesson is finished; however,

Lesson and therefore the class should

with access to more advanced

students are only able to move forward

be able to participate in activities that

content, the tools for constructing

once they have mastered each section.

allow much deeper understanding of

and sharing created products as well

the concepts being covered.

as opportunity to develop critical and

education has been linked to higher

After introducing the flipped

creative thinking skills (Siegle, 2013).

intrinsic motivation and enjoyment,

classroom model, class time is now

For those who are looking to

positive affect, engagement, deep

able to involve more problem solving,

explore flipping their classroom,

learning and persistence in students

creation and investigation – whether

Education Perfect (www.

(Simon et al, 2015). It has been found

it be in practical work or research

educationperfect.com) is one tool

that when students realise that it is

activities – with students working

that provides teachers with an

the process that helps them to build

with their teacher as a mentor rather

online learning and assessment

their understanding and expertise in a

than provider. Collaboration and group

platform for languages, English,

particular field that they are studying,

work become the norm, with the

maths, science and humanities. The

they are more willing to put the extra

whole class working together towards

platform includes content to suit the

effort into their learning (Cushman,

the common goal of improving the

Australian Curriculum, as well as the

2015). The Education Perfect platform

outcomes of all students in the class.

state-specific syllabus from NSW

helps to enhance this process by

and Victoria.

adding an element of gamification

a free teacher login by visiting

by awarding the students points for

www.educationperfect.com

Education Perfect has been

All teachers are able to sign up for

designed to focus on mastery and

completing activities, which place

customised learning. It supports

them onto a school-wide and global

admin@interactivemediasolutions.

learner-centred approaches where

scoreboard. By introducing the idea

com.au n

each student is able to work at his or

of games and point scoring into

her appropriate level and pace based

these kinds of activities, students

on his or her actual existing skills

may be more willing to share their

Science Coordinator with a

and knowledge.

expertise as it is an area that they

demonstrated history of working

are passionate and motivated about.

in the education management

to easily assign students work to

This is evident as when the students

industry. Skilled in Educational

complete before they arrive to class.

become passionate, they will be

Assessment, Coaching, Lesson

This introduces concepts to the

inspired to play and then go discuss,

Planning, Educational Technology,

students outside of the classroom

modify, research and explicate

and Instructional Design. She is

space, a concept that aligns with the

everything about the game that they

an administrative professional

flipped classroom model. The Smart

are playing with others (Gee, 2012).

with a Master’s Degree focused

Lessons produced by the Education

Before arriving to class, teachers

Education Perfect allows teachers

educationtechnologysolutions.com.au

The mastery approach to

For a full list of references, email

Kelly Hollis is an experienced

in Knowledge Networks &

Perfect Content Team introduce the

are able to analyse the detailed data

Digital Innovation from Charles

concepts to students in a variety

provided by the platform to understand

Sturt University.

EDUCATION TECHNOLOGY SOLUTIONS | 51

| FEATURE

INSPIRING HUNTER GIRLS TO BE STEM WOMEN

RDA HUNTER AND THE TECH GIRLS MOVEMENT PARTNERSHIP

BY KATE O’MARA

52 | EDUCATION TECHNOLOGY SOLUTIONS

educationtechnologysolutions.com.au

Business, industry, government and

from years nine to 12 in readiness for

they regularly participate in ME’s

inspire girls to elect STEM subjects,

peak body associations agree: the

the jobs that industry will require in

STEM development activities. Of the

as well as to help them understand the

need to diversify the workforce is

the future.

Group Ones, three are Department

industry applications of studying these

of Education (DoE) schools, three

subjects and the career opportunities

crucial. According to The Australian

The ME Program also works to

Industry Group’s (Ai Group) National

diversify the cohort studying STEM

are Catholic, one DoE selective and

which open up for them,” continued

Manager – Workplace Relations Policy,

and, in particular, aims to promote the

one Independent.

Mr Evans.

Nicola Street, given that employment in

defence sector opportunities available

Science, Technology, Engineering and

to girls. Participation in programs

participation by a core group of

Girls are SuperHeroes program, Dr

Mathematics (STEM) occupations is

such as Tech Girls are SuperHeroes,

schools has enabled collection of a

Jenine Beekhuyzen works to build

projected to grow at almost twice the

sheflies, STEM-Ex and Aerospace

reliable data set across shared ME

the skills and confidence of girls

pace of other occupations, increased

Industry Careers Days are a critical

activities. Analysis of data reveals

in STEM. Dr Beekhuyzen’s global

female participation in occupations and

component of ME delivering an

significant achievements in the

network, which extends to Europe, the

industries that require STEM skills and

increase in the number of girls studying

participation of female students in the

United States and Asia, and includes

qualifications is critical for industry to

STEM and considering careers in the

Group One cohort of 1,389 students:

research collaborations with Deakin

future-proof its STEM workforce.

defence industry.

• Enrolments in Year 11 engineering

University (Australia), QUT (Australia),

This assertion underpins Regional

“We value the partnerships

This regular and long-term

Futurist and founder of the Tech

studies have increased from 1.4

the University of Muenster (Germany),

Development Australia (RDA) Hunter’s

with industry, schools and the

percent in 2016 to 2.6 percent in

and the University of Liechtenstein

STEM workforce development

Commonwealth Government that have

2018 – both well above the NSW

(Liechtenstein), reinforces the

program, ME. Underwritten by and

strengthened over the many years

average of 0.3 percent, which has

worldwide need for gender diversity.

delivered in close partnership with

we’ve been honing our ME Program,”

been stable since 2016.

the Australian Department of Defence

said RDA Hunter’s Chairman, John

since 2009, ME’s aim is to upskill,

Turner. And, we have leveraged

maths have increased from 15

being one of only a handful of women

grow and diversify RDA Hunter’s

these relationships to ensure the

percent in 2016 to 21 percent

in the sector, I asked myself why,” said

workforce – especially in support of

relevance and outcomes focus of our

in 2018.

Dr Beekhuyzen.

the defence industry.

STEM activities.

The ME Program is part of RDA

“ME is a successful, truly

• Enrolments in Year 11 two-unit

• Maths Ext 1 enrolments are

“There’s no doubt that IT is a maledominated field, globally. After years of

“Like any other field, I thought, it’s

comparable with the NSW average

an area that anybody can build skills

at 6 percent.

in and the job opportunities are huge

Hunter’s STEM Workforce Initiative,

industry-led model that we are

which delivers life-stage specific

extremely proud of. It is emulated

“We have seen a marked increase

and growing all the time. So why don’t

education programs to create a pipeline

widely because it works and we are

in the participation of girls in our

girls consider it as a viable career?

of opportunities and activities for

thrilled by the latest figures that show

programs. Of note is the number of

The evidence told me that girls opt out

students from eight years of age to 18,

more girls are increasingly engaging

girls that have enrolled in engineering

of STEM at six years old – in part due

in preparation for STEM careers.

in our STEM programs and becoming

studies in 2018,” said RDA Hunter’s

to a lack of visible female role models

aware of the many and various career

STEM Workforce Manager, Rick Evans.

but also due to a lack of understanding

The ME Program facilitates formal partnerships between Hunter industry

opportunities that STEM in defence

and high schools to make curriculum

opens up for them.”

“These results are a reflection

of what STEM professionals actually

of the programs we’re currently

do. And that’s how the Tech Girls

The ME Program currently partners

implementing. Programs like Tech

Movement began.”

awareness of defence industry career

with 47 Hunter high schools. Of these,

Girls are SuperHeroes and sheflies

pathways. It has a strong focus on

eight are considered Group One, or

that have been specifically designed

for diversity in technology and has

developing STEM skills in students

high engaging schools, meaning

by professional ‘STEM women’ to

a strong background in academic

more workplace relevant and build

educationtechnologysolutions.com.au

Dr Beekhuyzen is an advocate

EDUCATION TECHNOLOGY SOLUTIONS | 53

| FEATURE

“Sometimes identifying the

publishing on gender and IT. She

the area in which RDA Hunter’s ME

something different for us but we loved

is the Asia-Pacific representative

Program has recently engaged with the

it – we felt comfortable to share our

problem is the hardest part of the

for the Association for Information

Tech Girls Movement. Implementing

ideas, brainstorm and speak freely.”

process, but all the girls came up

Systems – National Center for Women

its Entrepreneurship in a Day Program

in Technology (US) and the United

with four Hunter high schools in

it’s normally the boys who take the

potential solutions and then designed

Nations Principles for Responsible

May 2018, RDA Hunter was able

lead – we use their ideas and they

apps that could help the general

Management Education (PRME)

to connect more than 80 students

project manage but this activity was

public better tackle these issues – e.g.

Coordinator of the global repository on

directly with Dr Beekhuyzen and her

really different. It was a challenge

catering for coeliacs, mental illness

gender and technology.

innovative program.

because we weren’t used to backing

and anxiety, study aids, littering, and

Approximately 20 students from

our own ideas but we felt more

what to wear each day.”

positive female STEM role models

each participating school – Tomaree

invested and really wanted it to

– if you can’t see it you can’t be

High School, St Philips Port Stephens,

succeed because it was our work.”

it! – as well as giving girls access to

St Pius X High School and Lambton

technology and programs to help build

High – were immersed in the two-hour

worthwhile and we really enjoyed

decided to continue with Tech Girls

their skills and confidence. So, I work

program that saw them participate in

working together, so we’ve decided

and enter our international competition.

through the Tech Girls Movement to

coding activities and the design and

to continue with the Tech Girls are

It takes courage to put yourself and

present women working in STEM as

development of an app to address a

Superheroes competition. We know

your ideas forward, but our work, as

mentors and ‘superheroes’ and feature

world problem. Facilitated, rather than

its school work and we’re learning but

well as providing technical knowledge,

them in our Tech Girls Are Superheroes

taught, by Dr Beekhuyzen, the program

it’s fun and gives us the opportunity to

gives girls the moral support and

books in their STEM alter egos – I’m

imparted important practical skills

meet interesting people. Seeing women

the positive environment that leads

Jewella!”

while also building girls’ enterprise

like Dr Beekhuyzen who are really

to the confidence to do just that. I’m

skills by allowing them the freedom

smart and who have taken their interest

really proud and can’t wait to see how

solve important community problems

to self-manage their time and their

in science subjects and turned it into a

Bethany and Doeun progress their

with technology skills and business

project outcomes.

job is inspiring. It’s opened our eyes,

concept,” continued Dr Beekhuyzen. n

“I’m passionate about promoting

“We also inspire young women to

acumen through our annual online

Tomaree High School Year 10

“In our science and tech projects,

“We thought our idea was

with interesting problems, identified

“I’m really pleased that Bethany and Doeun embraced the opportunity RDA Hunter provided and have

a bit, to what’s possible,” Bethany and Doeun continued.

Search for the Next Tech Girl Superhero

students Bethany Phillips and Doeun

competition. And we run hands-on

Kim participated in the session.

Dr Beekhuyzen said, “The Hunter

workshops for entrepreneurship,

“The Tech Girls are Superheroes

girls were amazing! They embraced the

specialist with a background in

robotics and electronics,” continued

program was a great experience. The

concept and worked diligently, both in

regional development. For more

Dr Beekhuyzen.

independence to work in small groups

groups and individually, to design apps

information, contact RDA Hunter at

without step-by-step instruction was

that would help people – that solve real

admin@rdahunter.org.au or

awesome. The all-girls format was

problems.”

Rick Evans on 0434 489 609.

Solving community problems with the assistance of technology is

54 | EDUCATION TECHNOLOGY SOLUTIONS

Kate O’Mara is a freelance project director and strategic communications

educationtechnologysolutions.com.au

Follow us on Twitter twitter.com/EdTechMagazine

| TEACHING TOOLS

56 | EDUCATION TECHNOLOGY SOLUTIONS

educationtechnologysolutions.com.au

educationtechnologysolutions.com.au

WHY DO MY STUDENTS' GRADES IMPROVE WITH FLIPPED LEARNING?

BY STEVE GRIFFITHS

Just like all teachers, at the beginning of the year, I check out the available data on my new students regarding their grades last year. I then promptly forget this information due to the frenetic pace of the first few weeks of term. I then get to know my students in my in-class flipped mastery classroom and make my own evaluation. I think that I am able to predict those students who will get As in my subject because they demonstrate grit and agency, and are progressing through the course well. So, I was surprised when I went back to the data and found that a good number of students that I thought would get As actually got Cs last year.

I naturally reflected on what was going on here. I think the explanation

EDUCATION TECHNOLOGY SOLUTIONS | 57

| TEACHING TOOLS

is that the students respond well to

requires students to do meaningful

differentiated instruction and support

a flipped learning classroom and

learning activities and think about

for every student every day. By

students respond well to the flipped

my students had not previously

what they are doing.” Active learning

interacting with every student, in

classroom are because of the

experienced it. So, what is it about

has been found to increase student

every class, the teacher can tailor

increased active, student-centred

flipped learning that is most likely

performance (Freeman et al, 2014).

his or her support to the individual

learning, the differentiated instruction

to benefit these students? I think

Flipped learning is a pedagogy that

student, if and when the student needs

and the rich relationships. Perhaps

there are a number of reasons why

facilitates students to engage in active

it. In a traditional classroom, it is often

there are other reasons as well. All

my students respond favourably to

learning (Abeysekera & Dawson,

the best students that get the most

I know is that many of my students

flipped learning.

2015).

attention from the teacher because

show significant improvement in their

they are asking and answering the

grades in the flipped classroom.

Flipped learning emphasises

The reasons I think that my

Active, Student-Centred Learning

student-centred, active learning in the

questions. In a flipped classroom, the

group space through a variety of rich,

students that struggle the most get

first assessment has now been graded

In Alison King’s (1993) seminal

meaningful learning experiences that

the most help. According to Bergmann

and it has confirmed my suspicions

work from Sage on the Stage to

explore concepts in greater depth and

and Sams (2012), this may be the

that students are performing better

Guide on the Side, she says that

complexity and support the students’

single most important reason students

this year in a flipped classroom.

students are not empty vessels filled

construction of knowledge (Bergmann

thrive in the flipped model.

passively by an instructor lecturing

& Sams, 2012; Talbert, 2017).

content, but instead understanding is actively constructed. Flipped

Differentiation

Postscript to this article is that the

Please join me at FlipCon NZ or FlipCon Australia where I will be

Relationships

running a Cohort and presenting a

Jo Boaler (2002) says that interactions

break-out. Visit www.flipconaus.com for more information.

learning increases the amount of time

Flipped learning allows all students

between students and the teacher and

students spend engaged in active

to work at their own pace. In the

between students are an essential part

learning because the teacher is not

individual space, they can pause and

of a student’s learning and development.

admin@interactivemediasolutions.

the ‘sage on the stage’ but the ‘guide

rewind the video as often as they like,

The interactions between students

com.au n

on the side’.

they can take a little longer to take

and the teacher in a flipped classroom

better notes and they can go back and

are more frequent than the traditional

re-watch the videos later.

classroom model and enable teachers

teacher at Cavendish Road

to build better relationships with their

High School in Holland Park,

students (Bergmann & Sams, 2012).

Queensland, Australia.

Prince (2004) defined active learning as “any instructional method that engages students in the learning process… Active learning

58 | EDUCATION TECHNOLOGY SOLUTIONS

The role of the teacher in the flipped classroom also allows

For a full list of references, email

Steve Griffiths is a science

educationtechnologysolutions.com.au

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| GET CONNECTED

WHEN THE SK Y IS NO LONGER THE LIMIT D E E P S PA C E E X P L O R AT I O N W I T H G AV R T

60 | EDUCATION TECHNOLOGY SOLUTIONS

educationtechnologysolutions.com.au

BY MURRAY C. HENSTOCK

I’m sitting in a classroom in Sydney, working with educators from all over Australia and the United States, connecting online to a 34m wide Deep Space Radio Telescope in Goldstone Apple Valley, California, measuring radio waves from a galaxy 65 million light years away… and I’m in control.

This was my thought as I pressed the

access, and record and analyse radio

TRACKING command on my computer,

signals from a wide number of sources

sending a signal to California in the

found in the observable universe.

United States, causing a 500-tonne

From quasars and galaxies millions of

piece of machinery to begin moving

light years away to the magnetic flux

where I told it to go.

of planets closer to home like Jupiter

Run in conjunction with the

educationtechnologysolutions.com.au

and Saturn, the data gathered by

National Aeronautics Space

students through the GAVRT program

Administration’s (NASA) Jet Propulsion

is real data, from real sources and is

Laboratory (JPL), the Goldstone-Apple

making real contributions to scientific

Valley Radio Telescope (GAVRT) is

understanding. There are also real and

one of a small number of large radio

immediate applications the students

antenna being used for educational

can contribute to through their work.

outreach programs around the world.

As teachers, we gathered for a

Since its official decommission from

workshop with GAVRT representatives

NASA’s service, it has been made

Len Ricardo (former Operations

available for students to gain remote

Manager at Canberra Deep Space

EDUCATION TECHNOLOGY SOLUTIONS | 61

| GET CONNECTED

Communication Complex), Dr David

other senior subjects, including ICT

to make use of the GAVRT antenna

own analysis that will assist them in

Jauncey (Commonwealth Scientific

and maths.

will have never had the opportunity to

piloting the JUNO satellite through the

connect what they do in the classroom

very narrow ‘safe’ passages inside

and Industrial Research Organisation

In addition, it was evident how

– CSIRO) and Shannon McConnell

these activities can support the Stage

to the wider world, let alone the

these magnetic fields is an example

(NASA JPL) to learn how to operate

4 and Stage 5 components of the

much wider galaxy and universe. The

of how students can contribute to real

the GAVRT antenna remotely and how

Physical World and Earth & Space

dawning realisation of just what the

and immediate science with long-

to engage students in the three main

syllabus units. From electromagnetic

implications of these activities mean

term implications.

outreach programs currently being

spectrum to the life cycle of stars,

will take a while to sink in but, when

offered through the GAVRT program.

components of the universe, planetary

they do, the effect on the students will

advantage of what I have learned

Over the course of two days, we

characteristics and features, through

be profound.

through this process and the

were to become the first Australian

to space exploration and long-distance

educators to learn how to measure the

communication, mathematical

from using the GAVRT to measure

beginning to grow as I put in place the

magnetic flux of Jupiter and contribute

computation, data limits and analysis,

and record a wide range of radio

pieces to allow us to get access to

to NASA’s monitoring and planning of

building a wide range of numeracy

frequencies across a patch of sky

the GAVRT antenna and start making

the current JUNO Space mission, take

skills and ICT capacity, the GAVRT

and subsequently analysing the data,

cosmic recordings of our own.

measurements of distant quasars and

program has something to offer

instructing the computer to ignore

galaxies and record and analyse broad

all students.

obvious signs of interference or

Australia and Macquarie University

The second major highlight came

I have already begun to take

excitement with my students is

Thank you to One Giant Leap

localised radio sources in an effort to

for hosting and organising the

ongoing search for possible evidence

in their support and willingness to

uncover the elusive signals from the

workshop; without your support these

of extra-terrestrial intelligence as

share their experiences with us,

distant reaches of our galaxies that

opportunities would not be possible for

part of the Search for Extraterrestrial

making the learning experience much

only last for a second or two in a very

our students.

Intelligence (SETI) program.

more engaging and meaningful.

narrow radio band of frequencies.

Within a short period of time we were

Once found, these ‘bleeps’ indicate

skies and together we will see what is

to get students active and involved in

operating the equipment confidently

a possible source of radio data that

out there. n

these programs, operating the antenna

and generating many ideas on

could be the result of intelligent

remotely, recording, analysing and

how we could use this capability

life. This exercise highlights the

discussing the implications of the data.

in our classrooms, schools and

importance of repetition and scientific

teacher with the NSW Department

local communities.

methodology, for if the same signal

of Education and has a passion for

is found in the same place with the

space science, astronomy, robotics,

spectrum radio frequencies in the

The key aim was to discover how

The hands-on practical learning

All three facilitators were amazing

So, for now, keep your eyes on the

Murray C. Henstock is a science

environment this program provides

Exciting highlights from the

opens the door for a wide range of

experience included watching the

same characteristics over the course of

rocketry and STEM/STEAM. Murray

opportunities for students to engage in

500-tonne antenna move under our

many observations and data gathering

has attended Space Camp USA and

long-term data gathering and analysis.

control. This simple visual connection

events, it could become a viable

Space Camp Turkey and has worked

This fits perfectly with the requirements

is such a powerful tool for engagement

candidate in the search for extra-

with representatives of the national

for the new NSW syllabus for the

with students when they finally realise

terrestrial intelligence.

and international space and astronomy

science subjects such as physics

they are in control of such a large piece

and investigating science. Not only

of technology on the other side of the

flux of Jupiter’s magnetic field and

experiences to his students and

that, there are broad applications for

world. Many students who will come

feed that data back into NASA for their

their community.

62 | EDUCATION TECHNOLOGY SOLUTIONS

Finally, being able to measure the

community to bring engaging learning

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BenQ 4K UHD RP Series Interactive flat panel BenQ Interactive Flat Panels RP

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tap. EZWrite 4.1 instantly turns the

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can instantly activate the EZWrite

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lectures for class preparation or

Another great feature of the BenQ Interactive Flat Panels RP Series is their Account Management

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review purposes.

With an Anti-Glare Display, wireless connectivity for seamless

Padcaster The Padcaster Ultimate Studio

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sticker. All in all, this is a great kit. n

is rugged, elegant and versatile so students can create professional

For more information visit www.

video anywhere, anytime they

aptech.com.au/padcaster-ultimate-

want. All students need is an iPad

studio.html

and their imagination. As a teacher, you can use with your favorite apps to shoot, edit and upload video on the fly – or stream live right from the iPad. The kit includes the Padcaster Case, a lens bracket with 72-58mm step-down ring, a .45 wide-angle lens, a Padcaster uni-directional microphone, dual mic and headphone cable, stick mic with clamp system, a lavaliere mic, an

64 | EDUCATION TECHNOLOGY SOLUTIONS

educationtechnologysolutions.com.au

Unless otherwise expressly stated, the review of the product or products appearing in this section represent the opinions of the Editor or relevant editorial staff member assigned to this publication and do not represent the views or opinions of Interactive Media Solutions or the advertisers or other contributors to this publication.

Donview Interactive Classrooms The Donview Interactive panel is a

HDMI and USB and you are ready

high-quality, A grade commercial

to go. Screen calibration is usually

panel with Infra-Red interactive

not required. Interacting with

technology incorporated into

your windows laptop is as easy as

the screen frame. This provides

touching the screen with your finger,

excellent accuracy and responsive

any task that you can carry out on

touch. Featuring 10 points of

your laptop with the mouse can be

touch, multiple students can

duplicated on the screen with either

interact simultaneously.

a touch of the finger or also using

The screen is protected by 4mm

the provided stylus pen. Simply

of toughened safety glass, that is

starting the Donview teaching suite

impact resistant and treated with

software by either clicking the

graphics, a comprehensive suite of

and highlighting text or images as

anti-glare coating, making the screen

icon or even easier, touching the

tools, custom backgrounds for pages

well as drawing and notating over

easy to view. The viewing angle of

hot keys on the side of the screen

such as English text lines, music

the document and then saving

the screen is 160 degrees, allowing

enables many powerful features of

stave, number boxes and much

the changes as annotations on the

students situated anywhere in the

the software.

more. Users can also import custom

document, Donview brings a high-

backgrounds for artwork,

quality touch screen with a powerful

classroom to easily see the screen.

The mobile solutions are heavy

The teaching suite of software included with the panel provides

The software features a clip art

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many features and tools for the

library of over 12,000 images and

with Trolley Dollies durable and

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can also import users’ images.

functional height adjustable mobile

most demanding use. With push

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Also included are physics,

solutions creating a complete, easy-

button controllers these trollies are

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-to-use interactive system for the

easy to move and adjust.

Powerpoint presentation and even

interactive experiments.

modern classrooms of today. n

With true plug and play

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connectivity, the screen is easy to use. Simply connect a laptop via

Features include multiple choices of pen types, numerous

Users can also interact with windows desktop making edits

SMART Interactive Flat Panels (IFP)

IFPs to be integrated into flexible

SMART’s new interactive display range reflects

Learning Software (SLS) suite

their long-term mission; to provide the best

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Australia’s education spaces. SLS

SMART interactive flat panels (IFP) are

For more information visit

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SMART technologies have built learning spaces, and the SMART

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designed for whole class instruction, small

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groups, or the individual learner. The SMART

collaborate, create and demonstrate their

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Board display’s inbuilt iQ technology puts all

learning. The digital tools allow the teacher to

the integration of SMART technologies into

the tools the teacher will need in one place, at

provide immediate and effective feedback to

the classroom, with the correct hardware,

the touch of a finger. The embedded computer

their students, and as any effective educator

integration, and training and professional

offers one-touch access to SMART Learning

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EDUCATION TECHNOLOGY SOLUTIONS | 65

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Parallels Toolbox Digital changes in schools have resulted

Parallels Toolbox executes numerous

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Features include: video screen capture,

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storage optimisation via file archiving,

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66 | EDUCATION TECHNOLOGY SOLUTIONS

educationtechnologysolutions.com.au

Unless otherwise expressly stated, the review of the product or products appearing in this section represent the opinions of the Editor or relevant editorial staff member assigned to this publication and do not represent the views or opinions of Interactive Media Solutions or the advertisers or other contributors to this publication.

SCHOOL STREAM Life is busy. And sometimes it can

range of tasks including generating

seem that keeping track of all the

school newsletters, managing

comings and goings at school is just

explained absences, online

another task to add to the already

payments, booking excursions,

gargantuan list that parents need

notifying parents of any changes in

to get through. From a school’s

the daily schedule and more. The

perspective, finding an effective

translation feature also ensures

way to facilitate a connection with

CALD communities can be kept in

parents can be challenging.

the loop. Parents and carers receive

Enter, School Stream. Emerging

communications as an alert on their

from Byron Bay’s fertile start-up

smartphones, which ensures they

scene six years ago, School Stream is

get relevant information from school

now well established as the leader

wherever they are, without having to

in the school communication field.

trawl through busy inboxes or worse,

Currently sending in excess of 1

the bottom of school bags.

million notifications each week,

A new update to the app will

School Stream is growing rapidly

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schools serious money. Modelling

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display news in a social media

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communication app such as School

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sending a weekly newsletter and

Stream, which has no limits on the

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schools with the ability to access

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this home-grown success story is

private messaging directly with

term could save as much as $8652

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individual parents.

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the globe.

Typically the app is used by school administrators to perform a

Feedback from schools has

For more information visit email

With text messages costing between

enquiries@schoolstream.com.au or

suggested School Stream’s “two

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EDUCATION TECHNOLOGY SOLUTIONS | 67

SHOWCASES GOING, GOING GONSKI: HOW YOUR SCHOOL CAN SAY ‘GOODBYE’ TO MASS-EDUCATION AND ‘HELLO’ TO PERSONALISED LEARNING Too many Australian children are failing to reach their potential at school because of the restrictive nature of year-level progression.

At least that’s the message derived

and age-group, the text concluded

Daniel Wolf-Clark, says the

the aim was for individualised

from the recently published Review

that “it is absurd (…) to insist on

platform provides schools with a

learning; however, it was so chaotic,

to Achieve Educational Excellence

continuing to ignore the four-year

simple solution to a historically

stressful and taxing to run without a

in Australian Schools; the 158-page

range in maturity of the children in

complex problem.

tool like myEdOnline” he said.

report better known as Gonski 2.0.

any grade and expect to resolve our

Among a myriad of findings which, together, paint a disturbing portrait

problem.”

The merits of personalised

“When people see myEdOnline

Coupled together, the SEQTA

in action, they’re always surprised at

Suite and myEdOnline are an

how easy it is,” he said.

amazingly powerful combination.

of our education system’s flagrant

learning, which have since been

inadequacy, the report recommends

substantially elaborated upon

classroom is looked at as a bit of a

which allows teachers to

a paradigm shift from year-based

by modern-day champions such

myth, so naturally, people expect the

create and deliver lessons

curriculum to learning progressions

as Carol Ann Tomlinson, are

solution to be complicated.”

through myEdOnline’s elegant

independent of year or age.

widely acknowledged within the

Echoing the sentiments of famed education change agent, Professor

education community.

The question we now face isn’t so

“Authentic differentiation in the

“The fact that we’ve built a way

“They integrate seamlessly,

individualisation engine, while

for teachers to personalise learning

organically pushing information

in such an easy and efficient way is

back into SEQTA’s teaching and

John Hattie, the report states

much as ‘why should we implement

something we’re really proud of and

learning management system to

Australia’s need to “embed a focus

differentiation’, but rather ‘how can

excited to share with the world.”

give teachers a holistic view of every

on individual student achievement,

we sustainably manage it for all

with the expectation that each

students in all classrooms?’

student should achieve at least one

Ironically, the solution to

year’s growth throughout each year of schooling.”

The concept of tailored education,

With the Turnbull Government publicly backing Gonski 2.0’s call

student.”

“The result is an immersive,

for reforms to student learning,

interactive education ecosystem

this complex question could be

myEdOnline is a tool which schools

which allows students to thrive,

surprisingly simple.

can implement immediately to meet

and brings parents, teachers and

the recommendation.

administrators together within the

myEdOnline, a revolutionary

also known as differentiated or

learning software created right

personalised learning, isn’t new. In

here in Australia, successfully

myEdOnline’s partner under

they can facilitate and offer support

fact, it was explored in detail as far

addresses the issue of unsustainable

the Education Horizons Group

every step of the way.”

back as 1953, when the ASCD-

individualisation by enabling

arrangement, schools have an

backed Educational Leadership

teachers to quickly create engaging

opportunity to benefit from an

the feasibility and perceivably high-

publication delved into the theme of

digital lessons and distribute

all-in-one system that could help

level nature of Gonski 2.0’s findings,

‘individualised difference’ at length

them to their students’ individual

them address the majority of the

practical real-world solutions such

in its December edition.

learning pathways.

23-recommendations handed down

as myEdOnline are important.

Even back then, it acknowledged

Through a single interface,

In tandem with SEQTA Software,

in the report.

student’s education journey, so

Amid roaring debate surrounding

If schools are serious about

that a one-size-fits-all system wasn’t

teachers can view the individual

conducive to student growth.

progress of each student within their

founder and Chief Executive

uncovered from the arduous

class and immediately identify those

Officer, Grant Grosser, myEdOnline

bipartisan review process, inquiry

was developed when we assumed

who need support, and those who are

is a breakthrough product that,

into systems such as those offered

that all children could learn the same

ready for additional challenges.

for the first time ever, allows

by myEdOnline, should be high on

teachers to achieve the holy grail

the priority list. n

“Our system of grading schools

things at the same chronological

It’s clean, easy and, most

According to SEQTA Software

age if they tried hard enough,” the

importantly, doesn’t create any extra

of individualised learning in a

text states.

work for teachers.

sustainable way.

In response to a wide spectrum of academic ability within each class

68 | EDUCATION TECHNOLOGY SOLUTIONS

myEdOnline Chief Executive Officer and former teacher,

“When I was running challengebased courses in my own teaching,

taking on the recommendations

For more information, contact Daniel Wolf-Clark at daniel@ myedapp.com or call 0425 745 442

educationtechnologysolutions.com.au

FOR CLASSROOM TEACHERS

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Friday 31 August 2018

| Melbourne Convention & Exhibition Centre Anthony Speranza will present a keynote session; How does technology empower the modern learner?

Come along and learn new transferable skills that will lift your literacy and numeracy teaching to even greater heights

Find out more! www.iwb.net.au

Workshop sessions include: • • • • •

Twenty tech tips for the maths classroom with Aimee Shackleton Sparking the creativity of students through Literacy with the use of the Digital Technologies Curriculum with Grant Jones Blogging in the Classroom with Aaron Davis Using Digital Tools to support the Literacy (and Mathematics) Curriculum with Lisa Connell and Chris Drake Designing learning opportunities within the Digital Technologies Curriculum with Anthony Speranza

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