Education Technology Solutions Issue #87

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ISSUE 87 - MAY/JUN 2019

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CONTENTS ISSUE 87

21

34 REGULARS

FEATURES

7 FROM THE EDITOR

17 STEM IN THE FAMILY

61 PRODUCT SHOWCASE

How and why should we be getting parents more involved with STEM in schools?

21 COVER STORY

Globalisation and the accelerating rate of technological development provide new and unparalleled opportunities for the evolution of our species. Children entering primary school in 2019 will be young adults in 2030. What will the world look like? What career pathways will be available to them?

26 TECHNOLOGY FOR INCLUSION WITH DIVERSE LEARNERS

Are the learning opportunities you are providing in your learning spaces enabling the students with additional needs to succeed, have a voice and demonstrate their learning?

38 HOW SCHOOLS CAN IMPLEMENT IMAGE SECURITY IN THE DIGITAL AGE The digital era has given rise to a culture where taking photos and sharing them are the norm. What does this mean for photos taken at and for educational institutions?

How can educators ensure the privacy of students in their care?

52 HOW EDTECH PAVES THE WAY TO PERSONALISED LEARNING

56

09 INTERACTIVE LEARNING

Mal Lee and Roger Broadie look at the process of natural, sustained and informal learning with digital technologies that happens outside the school walls.

13 PLUGGED IN

How can you promote engagement and, more importantly, increase retention of girls in STEM?

42 NEXT STEP

How can you use drones more effectively in your classroom?

46 LET’S TALK PEDAGOGY

How are we developing competencies for the real world?

50 PROFESSIONAL DEVELOPMENT

Matt Zarb, Head of Design and Technologies at Helena College, looks at some of the challenges around innovation and creativity.

56 TEACHING TOOLS

What is app smashing and how do you include it in your classroom?

59 GET CONNECTED

How can you foster greater collaboration between educators and learners?

Education technology is slowly conquering every classroom. It is a long journey, considering the worldwide perspective, but some parts of the world really reap the benefits of the incredible advancements in EdTech. We look at some of the directions in which EdTech is developing, with a view to helping you better understand personalised learning.

6 | 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 Adrian Camm, Kim Martin, Colin Anson, Livia Bran, Mal Lee, Roger Broadie, Sarah Chapman, Rick Noack, Julia Bevin, John Pearce, Kim Martin, Julia Bevin, Matt Zarb, James Colbert

ADVERTISING

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

John Bigelow Editor

DESIGN AND PRODUCTION Jonathan Rudolph

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

MARKETING AND SUBSCRIPTIONS

PHONE 1300 300 552 EMAIL admin@interactivemediasolutions.com.au $18.50 AUD per annum inside Australia

I

n the lead-up to the recent federal

In both cases, the evidence for action has, I

election, I found myself spending a

believe, become overwhelming. To that end, while I

great deal of time thinking about

may not have the power to effect action on climate

climate change, as one does when

change, I can offer a collection of great articles

weighing the policies, or lack thereof, of the major

around the use of technology in education in the

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

parties vying for leadership of the nation. In doing so,

hope that they will encourage those people already

I was struck by the thought that there are a great

using tech in the classroom to try new things, while

PUBLISHER

many parallels that can be drawn between climate

possibly inspiring those who have not yet made the

change and education technology – or, more

leap to try something new.

ACCOUNTS

specifically, the use of technology in education. For

ABN 56 606 919463

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

DISCLAIMER

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

WRITTEN CORRESPONDENCE TO:

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7 | EDUCATION TECHNOLOGY SOLUTIONS

This issue’s collection of editorial is brought

example, at the beginning of this century (2000), both

to you compliments of the team at IWBNet. Margo

climate change and education technology were

Metcalf, Val Macaulay and their team have done a

subjects that were widely recognised as being

fantastic job of bringing together some of Australia’s

important issues, but were still firmly in the “we’ll

leading thinkers and practitioners in the EdTech

worry about it later” basket for most people.

space who have, in turn, provided an amazing array

As recently as only a decade ago, while the pressing importance of both issues had become

of articles covering a wide range of issues.

As a side note, I would like to remind our

firmly entrenched in our collective conscience, the

readers that all the authors in this issue will be

divide between the people taking action and the

presenting on the topics they have written about

people thinking about acting was still probably about

at this year’s Leading a Digital School conference

a 50/50 split. Today, the vast majority of people

taking place 8–10 August at Crown Promenade

understand that both education technology and

in Melbourne.

climate change have become issues whereby, if

If you would like to be a part of the conference,

they are not taking some sort of action, they really

then either click here to register now or visit IWBNet

ought to be, with the split being more in favour of

for more information.

those acting than not. And yet, we still have holdouts

Thanks again to Margo, Val and the team at

who either deny the evidence or simply hope that

IWBNet, as well as all the authors for their great

they can coast through and let it become the next

work. We hope to see you at Leading a Digital

generation’s problem.

School 2019 in Melbourne. n

educationtechnologysolutions.com.au

Visit the experts in the art of timetabling at EduTECH this year Edval is back at EduTECH this year with another great agenda! We will be running presentations and be available for demonstrations and support but most importantly, we want to hear about your experience with Edval and timetabling! So drop by, record an interview with us and receive a KeepCup for your effort.

Visit Edval at Stand 511

DAY 1 - THURSDAY JUNE 6TH

DAY 2 - FRIDAY JUNE 7TH

10:00

A better start to the day with Edval Daily

9:00

What’s new - Edval 10

11:00

Best practice curriculum structures

10:00

An all-in-one solution: Edval Primary

12:00

What’s new - Edval 10

11:00

Rooming: the art of swinging cats

1:00

An all-in-one solution: Edval Primary

12:00

Effective Elective Lines

2:00

Clever Class List Management

1:00

A better start to the day with Edval Daily

3:00

Effective Elective Lines

2:00

Clever Class List Management

4:00

Rooming: the art of swinging cats

3:00

Best practice curriculum structures

5:00

Networking Drinks

Have your say about timetabling!

This year at our EduTECH stand we’ll have a recording studio set up ready to capture your thoughts about our Edval products, Edval services and timetabling in general. Come along to our stand and spend a few minutes having your say! Anyone who takes part in our recording booth will receive an Edval KeepCup.

sales@edval.education www.edval.education

| INTERACTIVE LEARNING

NATURAL SUSTAINED INFORMAL LEARNING WITH THE DIGITAL OUTSIDE THE SCHOOL WALLS

BY MAL LEE AND ROGER BROADIE

9 | EDUCATION TECHNOLOGY SOLUTIONS

educationtechnologysolutions.com.au

The last 20-plus years reveal how

have their own special capabilities,

to instantly access the learning and

well before their elders and the

successful the young of the world and

some being of a very high order.

resources of the networked world.

policy makers. That said, the very

It is a stark new reality, with

young require family guidance and,

their digitally connected families have

A telling and fundamental difference

been in learning with digital technology

between the young’s learning with

immense implications that most

in general terms, are not cognitively

informally in a naturally sustained

digital technology is that learning within

governments, bureaucrats and schools

ready to use the internet unsupervised

manner – albeit outside the school

the school walls is constant while

have seemingly yet to grasp. As is

until around the age of ten (Strom &

walls (Lee & Broadie, 2018). Sadly,

that outside is dynamic, and naturally

the reality that the young of the world

Strom, 2010).

that learning, like the success of the

evolving, lifelong. It is a significant

have learnt – and will forever learn

digitally connected families, has been

difference, that few have noted.

– what they want, not simply what

Learning How to Learn

those in authority desire. Moreover,

In examining the learning with digital

largely unseen. It is time it is seen and

In schools, the experts determine

its global and historic significance

what is to be learned, how, by

20-plus years reveals the digitally

technology outside the school walls

is recognised, and the vital learning

when and how it will be assessed

connected young will continue to grow

over the last 20-plus years, what

built upon.

and reported upon at the course

the capabilities they desire outside

stands out is the young’s ability to take

conclusion. There is very much a

the school walls – regardless of

charge of their learning, to do so from

the young’s learning with digital

beginning and an ending, and with

what governments or schools believe

the outset, to direct and individualise

technology, focus on the technological

the final assessment the sense that

is important.

that learning and to learn how to

proficiency of the billion-plus digitally

the learning – or at least a segment –

connected young. That proficiency

is completed.

Most people, when thinking about

In their learning, they have

learn (Lee and Broadie, 2018). And,

demonstrated from around age three

as indicated, to do so in a naturally

In contrast, the learning with

their ability to readily work the core

sustained manner, lifelong.

critical to the young’s all-pervasive use

digital technology outside the school

functionality of the current personal

and learning with digital technology.

is decided upon and directed by the

and family digital technologies

and rising expectations, digital

However, in the total scheme of things,

learner, learning what is desired, when

(Chaudron, 2015) – smartphones,

technology underpins all their learning.

far more important is the young, with

and how, with there being no obvious

tablets, remote controls, digital

Their first step is to use digital

the support of their families naturally

beginning or end to the learning. It

peripherals, game consoles, digital

technology and connectivity, unlike

taking charge of their learning with

begins at birth and will likely continue

and video cameras, digital TVs,

many older folk who default to the

technology, learning how to learn of

to death, as digital technology

PVRs, home entertainment systems

traditional ways. Allied is their ability to

their own volition and with others,

continues its evolution. The control

and the increasingly integrated

teach others, particularly those older, to

and being able to naturally sustain the

and nature of the learning will evolve

family ecosystem.

use the new technology, and naturally

learning in whatever domain/s they

in harmony with the technological

wish, lifelong.

change, going a long way to ensuring

or begin school, they have learned

the young naturally accommodate

to navigate the networked world

formal schooling – become self-

exponential change.

and use the apt media to access the

learners, with that vital educational

desired functions. Moreover, they

ability to shape their learning with digital technology underpinning all they do.

with current personal technologies is

Remarkably, the digitally connected young have, in a completely laissez faire and seemingly chaotic world,

Well before they can read, write

With their strong digital mindset

contribute to the family’s learning.

They very quickly – well before

Digital Proficiency

have learnt to use the various digital

common capabilities from their use

The digital proficiency of the young is

communications facilities, largely toll

and learning with digital technology.

probably best expressed in the reality

free, strongly favouring the latest video

None of them have been planned,

that nearly 60 percent (soon to be

communication technologies.

but they are a natural and unintended

70 percent) of the world’s young are

flow on from the digital revolution

digitally connected (Ericsson, 2016;

have also learnt to use the new

soon learn what they want to learn,

and the digital empowerment of the

Futuresource, 2017), using current

media creatively in the pursuit of

how and when, and quickly identify

young. We have identified 28 common

personal technologies in almost every

their passions, unbounded by the

when they need to improve that

capabilities; time and research might

facet of their lives and learning. The

traditional ways, and once again to

capability and how best to do so.

identify a few more, or a few less.

proficiency has to do with what the

do so from a very early age. Readers

They very quickly, from the mid-90s

What is important is that three

young, at various stages of life, want

have undoubtedly observed the

onwards and from early life, learned

quarters of the capabilities relate to the

to do with digital technology in their

many diverse and creative ways their

the art of improving the learning by

young’s learning how to learn, and only

daily lives now, rather than what the

own children or grandchildren have

themselves, with the aid of technology

a quarter with the digital proficiency.

‘experts’ believe should be mastered

used technology.

or in collaboration with family, peers

All are capabilities the young learn

for future application.

naturally grown a suite of remarkably

very early, by around the age of three

While the level of proficiency will

Over the last 20-plus years they

Contrary to the views expressed

In being empowered and trusted, and given the freedom to use the technology largely unfettered, they

and social networks (Lee & Broadie,

by many politicians and older

2018). As the Pew research notes

(well before school age), and then

vary with age, interest, expertise and

members of society, the research

(Purcell et al, 2012), Google, YouTube,

grow throughout life. With each child

support, the bottom line for the first

affirms (Lenhart et al, 2013; Lee

Wikipedia and peers are called upon far

taking charge of his/her learning with

time in human history is that over

& Broadie, 2018) teens have been

more than any teacher. And they do not

digital technology, and pursuing his

half the world’s young are digitally

tech-savvy for many years. Invariably,

need to be tested! Like all of us, they

interests and passions, in addition to

connected, on trend in not many years

operating as they are at the cutting

reflect on their performance and, when

the common capabilities, each will also

for virtually all to be connected, able

edge, they understand the dangers

desired, improve it.

educationtechnologysolutions.com.au

EDUCATION TECHNOLOGY SOLUTIONS | 10

| INTERACTIVE LEARNING

"The best learning practice with digital technology has for years been evidenced in the digitally connected families of the world." use of their visual intelligence in all

there is the opportunity to lift the

governments’ and schools’ eyes to

being free to use digital technology

they did. This was particularly apparent

learning with digital technology even

what has been achieved and what

as desired, the young soon learn to

in the two and three-year-old children’s

higher, particularly now that we better

is possible.

use the technology and the internet to

use of touchscreen mobile technology

understand what has been learned

pursue their interests and passions,

(Chaubron, 2015), but it was – as you

and how.

enhancing their learning in their area/s

might have noted – apparent at all age

of interest, often to a very considerable extent (Ito et al, 2013). It does not

History demonstrates that in

matter if it is pursuing an interest in

Conclusion

The natural inclination is to look to

The best learning practice with

levels and in the burgeoning use of

schools to provide that enhancement.

digital technology has for years

video and images.

Sadly, 20-plus years of history (Lee

been evidenced in the digitally

& Broadie, 2018) suggests, aside

connected families of the world – and

From the mid-2000s, the young

contemporary music, astronomy,

increasingly grew the art of mobile

from some exceptional schools, that

most assuredly not in its Industrial

blogging, fashion design, apiary, drone

learning and using the resources in

enhancement is not likely to come

Age schools.

piloting, professional gaming or coding

their hands, 24/7/365, just in time and

from them. Not only are most schools

apps. While children have always

in context. That preference for mobile

not of a mind to collaborate with the

runs counter to the in-school and

had this freedom in their informal

technologies is evidenced even when

families, nor are they culturally ready

government thinking, but it is time for

learning, their parents’ provision of

at home, where desktops in designated

to embrace the five critical conditions

educators and governments to look

the technology removed the traditional

rooms gather dust. The young from

required, but all are still operating

outside the school walls and recognise

adult gatekeepers and allowed them to

very early in life do not see the need

in linear, hierarchical Industrial Age

the natural, sustained learning that

draw upon resources of the internet,

to learn only in a physical place; unlike

organisations that lack the agility to

has occurred with digital technology,

the moment it was desired.

governments and schools that remain

accommodate accelerating change

and is occurring daily with most of the

site fixated.

– even if governments allowed the

world’s young outside of the school.

Moreover, it enabled them to decide the best approach to the learning.

What should be stressed is

schools to change. Most lag so

It is appreciated this view

With digital technology, it is

They – and not an adult – decide when

that these are all vital educational

far behind where the young are at

imperative to examine what has

to employ a discovery-based, didactic

capabilities in a rapidly evolving,

attitudinally and with cutting-edge

happened, is happening and the

or highly repetitive learning approach.

uncertain and complex world, where it

technologies that all they would do is

major global trends, not simply what

Similarly, each child chooses the digital

is essential to know how to learn with

impede the young’s enhancement.

governments want to happen. In

tools they need for the task at hand.

digital technology, lifelong. They might

We accept that governments

the natural, sustained learning with

not feature in government education

and most educators would not be

digital technology, most schools and

and, in time, the very young (like all

priorities, but they are the vital generic

of that view. But the reality is that

governments have long been dealt out

of us) soon learned the unwritten

capabilities the great educational

governments and schools that ban or

of the main game. n

ways of the digital and online worlds,

thinkers have been arguing schools

markedly constrain the in-class use

the parameters to work within, the

should develop for aeons.

of students’ mobile technologies, and

From the mid-90s, adolescents

when they had crossed the boundaries.

In taking charge of their use of

For a full list of references, email

by default throw the responsibility to

admin@interactivemediasolutions.

Enhancing the Learning

the family, are not likely to provide any

com.au

Over the last quarter of a century,

worthwhile assistance.

universal mores to be observed and

The enhancement most likely

Mal Lee is a former director of

and learning with digital technology,

the young of the world have learned

the young have made extensive and

to learn with digital technology

will come from the family building

technology company director and now

increasing use of the connected world

remarkably quickly and well, not only

upon its better understanding of

author and educational consultant.

and human networking, with it being

continually enhancing their digital

learning with digital technology, its

He has written extensively on the

a natural, almost invisible part of

proficiency but also their ability to

increasingly powerful digitally based

impact of technology and the evolution

their normalised use of technology.

take charge of their own learning with

ecosystem and it more deliberately

of schooling.

Unwittingly, and initially unseen, the

the technology.

growing the learning. It is this better

young increasingly built the number of

However, the exponential digital

schools, secondary college principal,

Roger Broadie has wide

understanding of how to learn,

experience helping schools get the

contacts they can readily call upon for

evolution, with its increasingly

providing an increasingly sophisticated

maximum impact on learning from

all manner of support when needed.

powerful, sophisticated, integrated and

and powerful ecosystem, and with

technology. He is the Naace Lead for

complex technology and practices,

family more openly addressing the

the 3rd Millennium Learning Award.

the traditional academic boundaries

and their global impact, demands the

enhancement that will bring most of

In his 30-plus years of working

used in schools and adopted a more

world’s young continually enhance

the improvement.

at the forefront of technology in

integrated approach to learning,

their capability. On current trends,

drawing on whatever areas of learning

much will continue to happen naturally.

digitally connected families of the world

range of leading schools, education

thought suitable (Lee & Broadie, 2018).

As the technology evolves, so will

shouting from the rooftops what they

organisations and policymakers in the

They also learned to make ever greater

the requisite personal learning. But

have achieved that will open society’s,

UK and Europe.

Very quickly, the young abandoned

11 | EDUCATION TECHNOLOGY SOLUTIONS

It will hopefully in time be the

education, he has worked with a huge

educationtechnologysolutions.com.au

The State of Technology in Education…

let your voice be heard.

“How is the edtech landscape evolving?”

“Where can edtech make the biggest impact?”

“What are the main challenges facing schools today?”

Global education technology company, Promethean, is inviting educators from across the country to participate in the first ever State of Technology in Education survey – giving schools the opportunity to share their experiences, challenges and ideas in relation to the current edtech landscape… and how it might look in the future.

Technology is evolving at an unprecedented rate. Don’t miss the opportunity to have your say on its place in education.

Soon Promethean will be inviting you to share your thoughts and experiences on edtech and in return, you could be in with a chance of winning exciting prizes.

For more information, keep posted at: www.PrometheanWorld.com/AU

| PLUGGED IN

PROMOTING ENGAGEMENT AND, MORE IMPORTANTLY, RETENTION OF GIRLS IN STEM

BY SARAH CHAPMAN

To reshape and better upskill the future

core competencies that will enable

currently inequities that exist in STEM

Currently, only 16 percent of STEM-

workforce, the focus must begin

them to respond to the ever-

in Australia. Girls, students from low

qualified people in Australia are female

with education, as “STEM education

changing workforce (CEDA, 2015).

socio-economic status backgrounds,

(Office of the Chief Scientist, 2016).

underpins innovation and plays a

STEM is a key driver of innovation

Aboriginal and Torres Strait Islander

Besides there being the requirement

critical role in economic and business

and entrepreneurship that can

students and students from non-

for equity in the workforce in terms of

growth� (PwC, 2015). Further,

significantly impact on the economy

metropolitan areas are currently less

pay and career progression for women

education in science, technology,

(PwC, 2015) and 21st century skills

likely to engage in STEM education

(Prinsley et al, 2016), a significant

engineering and maths (STEM) is

are recognised as a key component

and are at higher risk of not developing

priority needs to be made to promote

recommended as being the key to

within a STEM skills set that enables

high capabilities in STEM-related skills

the engagement and retention of under-

broadening community understandings

young people to achieve success

(Education Council, 2015). As a result,

represented groups in STEM.

of what STEM is saying and doing

in our evolving workforce (World

these groups are more likely to miss

about the complex problems facing

Economic Forum, 2016).

out on the opportunities STEM-related

Practical Insights for Implementing

occupations can offer.

STEM Programs: Targeting Girls

society, now and in the future (Office of the Chief Scientist, 2013).

Young people need to be digitally competent, adaptable and adopt

13 | EDUCATION TECHNOLOGY SOLUTIONS

Increasing the engagement of young people in STEM will enable

To increase our STEM workforce,

There is a diverse range of barriers

the building of aspirations for a

a priority needs to be made to harness

and drivers that inhibit or enhance the

lifelong journey in STEM. There are

the STEM talents within these groups.

engagement and retainment of girls in

educationtechnologysolutions.com.au

STEM-related pathways. The drivers

Challenges/Barriers observed for girls

often vary depending on the barriers

engaging with STEM

industries and post-secondary

often vary depending on the barriers

that arise. The diversity of these

• fear of failure and lack of confidence

education, particularly in leadership

that arise. This research uncovered a

positions

number of strategies for promoting the

barriers vary from country to country and for girls of different backgrounds.

This issue deserves dedicated research to be completed within the Australian context to best identify the specific barriers that exist for girls in

of young girls in STEM

STEM-related pathways. The drivers

• lack of relevance to everyday life,

• challenges around the culture of

STEM being an abstract construct

STEM industries and support for

and STEM pathways. Four key areas

women to thrive

were identified:

• lack of links to the ‘humanness’ around STEM • parents’/caregivers’ lack of

this country and the key drivers for

understanding and therefore lack of

engaging Australian girls. Through the

support towards STEM pathways

Fellowship research, observations were

• lack of role models in STEM

• misconceptions and stereotyped

engagement of girls in STEM education

• lack of clarity on STEM careers (including job titles) and

1. Messaging: Effective messaging

professional activities

can attract girls to consider STEM and help girls to envision themselves as

Practical Insights for Implementing

STEM professionals, as well as help

made around the key challenges and

perceptions around STEM industries

STEM Programs: Targeting Girls

to support their key influencers. This

strategies required to engage girls from

and professions

There is a diverse range of barriers

includes the consideration of effective

and drivers that inhibit or enhance the

messaging strategies, from marketing

engagement and retainment of girls in

to role model interactions.

the perspective of the organisations visited in different countries.

educationtechnologysolutions.com.au

• lack of funds to access opportunities for disadvantaged girls

EDUCATION TECHNOLOGY SOLUTIONS | 14

| PLUGGED IN

Key tips for effective messaging: • Use adjectives to describe and characterise STEM professional roles and activities.

• Have role models and volunteers share their interests and

• Provide a comfortable and safe learning environment.

members on achievements

people, particularly girls, in STEM. This

and opportunities.

research was conducted as part of the

• Create a gender-neutral

2016 Barbara Cail STEM Fellowship and

environment, free of

4. Authentic connections: Connecting

funded by the Australian Government

STEM stereotypes.

young people with real-world

(Office for Women, Department of

experiences that make an impact and

the Prime Minister and Cabinet), in

• Provide opportunities for girls

activities outside of their STEM-

to connect with female mentors

diverse female experts for support

partnership with the Chief Executive

related activities.

in STEM.

and inspiration can provide girls

Women (CEW) Ltd.

• Develop resources for individual

• Ensure the environment

with authentic STEM connections

Come and meet me at the Leading

STEM fields for targeted messaging

supports girls to try, play and fail

and opportunities that promote

a Digital School Conference where I will

and information.

without judgement.

sustained engagement.

be providing authentic international and

• Evaluate STEM program

national examples that exemplify the

and organisation media for

3. Family involvement: The involvement

Key tips to enable girls to build

promotion of engagement and retention

unconscious bias, and ensure

of family, especially parents, in STEM

authentic connections:

of girls in STEM. n

diverse representation in media.

learning experiences is invaluable in

• Provide industry visits

providing support for girls engaging

and experiences.

• Develop STEM projects that solve

For a full reference list, please

2. Girls-only opportunities: Offering

in STEM experiences. Parents are

girls-only experiences and learning

role models and key influencers of a

compelling problems, with real-life

spaces provides the opportunity

girl’s career pathway considerations.

contexts for ‘social good’.

for girls to be empowered and feel

Involving family in STEM not only

comfortable to question, experiment

enriches a girl’s experiences, it also

where girls link with diverse female

fifteenth year of teaching. She is

and lead in STEM. By structuring

connects STEM into the home.

STEM experts.

passionate about inspiring, engaging

more willing to try and experiment

Key tips to promote family involvement:

This article includes excerpts from

with STEM.

• Host orientation and family

• Create mentorship programs

these safe environments, girls are

Key tips to design positive girls-only opportunities and spaces:

15 | EDUCATION TECHNOLOGY SOLUTIONS

refer to Engaging the Future of STEM. Sarah Chapman is the Head of Department of Science at Townsville State High School and is in her

and empowering people through STEM, fuelling sparks of curiosity

Engaging the Future of STEM. Written by

in the classroom that build strong

evenings that family members can

Sarah Chapman and Dr Rebecca Vivian,

lifelong connections with the wonder,

be involved in.

it is a study of international best practice

ingenuity and dynamic possibilities

for promoting the participation of young

of STEM.

• Provide updates for family

educationtechnologysolutions.com.au

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

Tightly focussed professional development around 3

mega, real, current themes for schools

Mega Themes Advancing Cultures of Innovation Redesigning Learning Spaces Rise of STEAM Learning

Challenges we will tackle: Authentic Learning Experiences Improving Digital Literacy Rethinking the Roles of Teachers Teaching Computational Thinking The Achievement Gap Sustaining Innovation through Leadership Changes

Dr Jane Hunter

Adrian Camm

Lauren Sayer

Technology developments we will feature: Makerspaces Robotics Analytics Technologies Virtual Reality Artificial Intelligence The Internet of Things

Steven Bradbury

Sarah Chapman

Find out More and Register @ www.iwb.net.au/digital Email: team@iwb.net.au Call: +612 4647 0783

Melbourne in August - a great place to be

Thursday 8, Friday 9, Saturday 10 August 2019 | Crown Promenade Hotel | Melbourne

Matt Richards

l Digitance y r a rdin fere No O logy Con no Tech

| FEATURE

17 | EDUCATION TECHNOLOGY SOLUTIONS

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STEAM IN THE FAMILY

BY JOHN PEARCE

One of the problems we have in

Whilst they may have since learned

education at the moment is that

how to use computers and other

the curriculum in some areas is

devices, the Digital Technologies

developing so rapidly that parents

curriculum advocates that simply

and the wider community have

using a tool is a very base level skill.

trouble keeping up. Nowhere is this

Instead, the curriculum advocates

more apparent than in the science,

that students need to learn “how to

technology, engineering and maths

use technologies to create innovative

(STEM) subject areas. Where once

solutions that meet current and future

we created electrical circuits using

needs�. To do this, students need to

alkaline batteries, bulbs in bulb holders

understand and use computational

and wires, current students might be

thinking. Understanding digital

using coin batteries, LEDs, conductive

systems and, importantly, how data

tape or small modular components

and information can be used within

that connect together via magnets to

these systems, is a key to being able

complete similar and, at times, more

to create such innovative solutions.

complex tasks.

educationtechnologysolutions.com.au

Teaching approaches are evolving

For most parents, technology

too. In the not too distant past, the

and engineering were simply not

science and maths curriculum was

part of their school curriculum.

often built primarily around content

EDUCATION TECHNOLOGY SOLUTIONS | 18

| FEATURE

that could be tested and assessed as

family engagement program based

most cases, program participants

known or unknown. Whilst knowledge

on the popular Family Science or

will move through a number of

of Family STEAM events, ranging

is still an important component

Maths programs. Though there are a

activities which may highlight

from science-based programs

of these subjects’ process skills

number of models for running these

specific features; for example,

through events focused specifically

as highlighted above, creative use

programs, the common feature is

different aspects of a particular

on technology and more. As a result, I

of such skills is now seen as just

a parent (or other significant adult)

curriculum or principles which

have sourced numerous activities that

as important.

working alongside a student on an

underpin practice. This highlights an

can be readily used to run a program

open-ended activity. In some cases,

important caveat. It is important to

or series of events. These include

science, technology, engineering, arts

programs are run after school;

point out that the activities used in

introductory activities that require

and maths (STEAM) is also a novelty

in other variants, activities are

Family STEAM events are not how

minimal instruction or materials, such

to many parents more used to notions

distributed as a task to be worked

the whole curriculum will or should

as the following.

of discipline-based or homogeneous

on by a parent and child at home

manifest itself in the classroom.

work practices. That a scientist now

together (note this alternative should

The best STEAM activities involve

programs usually include longer

uses digital componentry more often

not be seen as homework).

real problems that are multi-faceted,

form activities such as Blast Off.

requiring a process approach over

Typically, these require a facilitator,

The whole notion of STEM or

than a test tube or beaker can be

The best Family STEAM activities

I have been involved in a number

In addition to these starters,

quite revelatory. Understanding how

are as open ended as possible,

an extended period of time and

who can be another teacher or an

easily data can be captured and not

but should be capable of being

which may not necessarily result

interested parent or community

only analysed but used for both ‘good

‘completed’ in a short amount of

in a ‘positive’ outcome. Even the

volunteer. Such activities should

and evil’ can be almost mind blowing.

time. They need to be hands-on and

best organised Family STEAM event

run for 15-20 minutes. Ideally, the

One of the fun ways to address

minds-on. If the task is also counter-

cannot hope to cover all this detail.

activity leader will have tried the

issues surrounding STEAM is via a

19 | EDUCATION TECHNOLOGY SOLUTIONS

intuitive then that is even better. In

activity before the event and also

educationtechnologysolutions.com.au

be prepared with some further

benefits always outweigh any cost

get to see that science is all around

challenges in mind. In the example

encouraged the teachers of

in time and materials. In addition

us, is achievable and is FUN.

below, you might ask participants

students involved in the event

to the benefits listed above, such

I will be conducting a range of

who have a working model how

(as well as some of the suppor t

events can be used to showcase

workshops at the Leading a Digital

they might modify it to make the

staff, such as librarians and ar t

how school science programs can

School Conference that map to the

plane go further or whether it is

teachers), to be the facilitators for

be hands-on and inquiry-based, and

Digital Technologies Curriculum.

possible to make the plane do tricks.

the program. Generally, this means

fun and educational at the same

Come along and join me. n

Alternatively, participants might

that they only have to ‘learn’ one

time. Where teachers are used as

be asked to make suggestions for

activity that may be repeated a

facilitators, the events also provide

modifications or games that might

number of times during the event.

an oppor tunity for them and parents

years teaching in primary schools,

involve the planes.

This can serve as great professional

to interact in a relaxed situation.

John Pearce now tutors at Deakin

development for teachers who are

Students also gain a sense of

University. John’s ongoing interest

question of how or why things work

unsure of aspects of the curriculum

community outside school hours.

in both science and also the use of

is often raised. Some leaders like to

and/or the approaches used to

include explanations of the science

teach STEAM.

In the case of many activities, the

or technology behind their allotted

Where possible, I have always

As suggested earlier, Family

Most impor tantly, Family

Having spent more than thirty

ICT across the curriculum has seen

STEAM events encourage and

him present at local, national and

foster interaction between parents

international conferences. Lately, he has

activity. I often prefer to leave things

STEAM events can be a powerful

and children in a non-judgmental

become interested in digital curriculum,

as a question that is open during the

addition to a school program. Whilst

space as they enjoy fun educational

including coding and Makerspaces. His

event, but which can be researched

they may take time to organise and

experiences together, not just doing

web-based resources attract readers

and reported on later in class.

facilitate, in my experience, the

homework. Parents and students

from all over the globe.

educationtechnologysolutions.com.au

EDUCATION TECHNOLOGY SOLUTIONS | 20

| COVER STORY

TEACHING SKILLS

FOR AN UNPREDICTABLE FUTURE

BY ADRIAN CAMM

21 | EDUCATION TECHNOLOGY SOLUTIONS

educationtechnologysolutions.com.au

Globalisation and the accelerating rate

field of big data, particularly as the

As AI applications become

social media and yet more isolated, as

of technological development provide

appliances and accessories that

increasingly sophisticated, we are

screen time takes away from much of

new and unparalleled opportunities for

we wear and have in our homes

seeing glimpses of the inevitability that

our face-to-face communications.

the evolution of our species. Children

gain greater tracking, storage and

one day in the not too distant future,

The young people graduating

entering primary school in 2019 will

analytical power through the ubiquity

machines will exceed our abilities in

from schools in 2030 will face some

be young adults in 2030. What will the

and accessibility of next generation

many areas. Intelligent algorithms

of the world’s most pressing and

world look like? What career pathways

internet services. Automation is

have even started to exhibit traits like

intractable problems: the political,

will be available to them?

already forcing many industries

creativity; traits that we once thought

environmental, economic and societal

to rethink traditional blue-collar

would solely exist in the human

implications of global warming and

of 2030 will be shaped by

professions. The jobs that were

domain. Even the way we interact

climate change, the ethics and morality

advancements in artificial intelligence

once human endeavours are quickly

with others has changed dramatically.

of our ability to genetically modify our

(AI), quantum computing, synthetic

changing as some jobs become

Everything and everyone has at once

unborn children, an increasing and

biology, biotechnology and the

obsolete and new jobs are invented.

become more connected through

ageing population that has come about

Experts argue that the world

educationtechnologysolutions.com.au

EDUCATION TECHNOLOGY SOLUTIONS | 22

| COVER STORY

through advances in medicine and

children’s imaginations and enable them

increased life expectancy, dwindling

to be resilient in the face of adversity. The

natural resources and the merging and

role of the teacher will still be to teach,

augmentation of human intelligence

but also to model, mentor, facilitate and

through the use of technology and

assist in the development of character

pharmaceuticals. The call for schools

and emotional intelligence. Students will

to adequately prepare students for

need help in developing a certain comfort

an uncertain future can be seen

with being uncomfortable. They will need

throughout the 60s, 70s and 80s under

to be put into situations where they have

the guise of school reform and the risk

to make decisions in order to become

of irrelevance. Whilst the argument

skilled at making good decisions. They

today largely remains the same, we

will need to learn how to navigate the

have never before been in the grip of

multitude of new technologies at their

such rapid technological development.

disposal in safe, effective and ethical

Change is now the one known against

ways. If schools tailor their approach

the multitude of unknowns.

to develop students who have a sense

Schools play a critical role in

of agency, then a variety of teaching

shaping the competencies and

and learning approaches must be used

capabilities of young people in their

that are experiential, project-based and

care. There has always been debate

interspersed with purposeful periods

about the kind of skills people will

of direct instruction. By creating these

need to thrive in the future. An in-depth

conditions, students will be equipped

knowledge, skill set and expertise

with the dispositions, tools and networks

of a particular specialisation is still

to embrace any possible future.

absolutely important, but increasingly,

So, is it possible to teach skills for

major discoveries are happening at the

an unpredictable future? Yes. A breadth

interstices between disciplines and this

and depth of knowledge can be gained

requires depth in a specific field along

through a combination of explicit and

with an ability and the capability to see

implicit teaching and via opportunities

and make connections more broadly.

for students to grapple with complex

Schools need to create the conditions

problems through inquiry. Through

for students to develop a disposition

community service programs and local

toward learning. These conditions must

and overseas expeditions, students

not stymie or stifle curiosity, should free

develop an understanding of their

"A BREADTH AND DEPTH OF KNOWLEDGE CAN BE GAINED THROUGH A COMBINATION OF EXPLICIT AND IMPLICIT TEACHING AND VIA OPPORTUNITIES FOR STUDENTS TO GRAPPLE WITH COMPLEX PROBLEMS THROUGH INQUIRY."

23 | EDUCATION TECHNOLOGY SOLUTIONS

educationtechnologysolutions.com.au

place in the world and how they can

in a number of ways through the

and two workshops. See you at the

of 1,650 students and 350 staff.

be leaders, giving back to others and

experiences teachers develop for

conference on Thursday 8th August

Adrian was previously the Director of

contributing as active, productive and

young people.

2019! n

Teaching & Learning at The Geelong

informed citizens. Through a focus on

What does this look like

College and also the Director of the

emotional intelligence, students learn

in schools? How can this be

how to recognise and regulate their

operationalised? What are some

leader and speaker who explores the

Innovation, where he led a team

emotions and how to see situations

specific examples?

intersection of culture, learning and

who engaged in research projects,

design. Adrian is currently the Deputy

contributed to policy development

from the perspective of others.

Come and meet me at the Leading

Adrian Camm is an educator,

Centre for Learning, Research and

Skills like creativity, communication

a Digital School Conference where

Principal at Mentone Grammar, where

and created professional learning

and critical thinking are developed

I will present a keynote address

he leads the teaching and learning

opportunities for schools in Victoria.

educationtechnologysolutions.com.au

EDUCATION TECHNOLOGY SOLUTIONS | 24

| FEATURE

TECHNOLOGY FOR INCLUSION WITH DIVERSE LEARNERS

BY KIM MARTIN

Are the learning opportunities you are providing in your learning spaces enabling the students with additional needs to succeed, have a voice and demonstrate their learning?

The aim of this article is to share important considerations when introducing a digital technology solution to meet a student’s learning goals based on universal design learning principles that meet the needs and goals of the learner and can be used in the classroom tomorrow.

What is Universal Design for Learning?

Universal design for learning is a framework to improve and optimise teaching and learning for all people (CAST, 2018).

Planning for inclusive and universally designed learning opportunities that utilise digital technologies can: • enable all the learners to engage in the learning opportunity at their own capacity and ability level • enable multiple means of access to learning opportunities that suit any learner’s abilities (support or extension) • allow access (how) to information, communication (what) and engagement (why) to be differentiated • allow any learner using the technology to adjust or modify settings and empower and enable personalisation to meet an individual’s needs for use

26 | EDUCATION TECHNOLOGY SOLUTIONS

educationtechnologysolutions.com.au

Evaluating Digital Technology

new to a student with additional needs

When considering the introduction

can make a significant difference in

of a new digital tool for a student, it

the successful implementation of

is imperative to remember that the

the chosen digital tool. Examples of

innovation is actually the learner being

questions include:

able to utilise the right digital tool to

• What are the student’s current

engage, collaborate, learn, create and increase opportunities to think and share in a way that works for that student, not the digital tool itself.

Therefore, considerations and conversations are required and, where

abilities/areas of strength and capacity?

• What are the student’s learning goals?

• What are the teacher’s learning goals for this student?

appropriate, should include the learner

• What are the other students doing

before a new digital tool is introduced.

that this student needs to be able

Knowing the learner’s needs and building rapport is always the first step.

to achieve?

• What does the student need or

After that comes understanding of the

want to be able to do that is difficult

learner’s challenges and matching

to accomplish independently at

the technology to his or her needs,

the moment?

Universally designing a few ways to improve the engagement and inclusion of our most vulnerable learners and utilising digital technology can make a big impact on the success and enjoyment our students experience.

areas of strength and learning goals, with the aim of building capacity

There are four reasons to introduce

and independence.

a digital technology tool for a learner

Taking the time in the beginning to

in your learning space. The right tool

ask the right questions, find out what

for an individual learner can improve

the learner’s goals and environment

access to the curriculum, enable the

look like and matching that to the right

learner to experience success and

digital tool before introducing anything

demonstrate his or her understanding.

educationtechnologysolutions.com.au

EDUCATION TECHNOLOGY SOLUTIONS | 27

| FEATURE

The four reasons are:

One useful tool to consider using

decision-making process. Both Tony

I would love to meet you and

to help guide your decision-making

and Joy’s websites and resources

share our stories at the Leading a

process is an evaluation rubric.

are worth looking at before you get

Digital School Conference where I am

Using the rubrics touch points to

started. What I like about these two

presenting two sessions: Technology

guide considerations and questions

resources in particular is that the

for inclusion with diverse learners

3. Compensatory – helps the learner

about what digital technology tool to

key questions in each area guide you

(Thursday at 12.10pm) and Digital

to complete activities and tasks

introduce to the student and learning

into gathering data and information

tool smashing – Learning can include

with greater independence; for

environment can be a positive way

to support the consideration and

more than APP smashing! (Saturday at

example, text to speech software.

to ensure all parties involved in

implementation of appropriate

12.10pm)

making a decision have the same

inclusive technologies that focus on

with opportunities to further extend

understanding about priorities for the

the learner, his or her educational

admin@interactivemediasolutions.

and explore learning, knowledge

new tool, including learning goals or

goals and the learning context

com.au n

and abilities.

budget considerations.

first. Once goals in this area have

1. Enhance – helps the learner to learn and function more effectively.

2. Remedial – helps the learner to practise specific skills.

4. Extension – provides the learner

(Adapted from Cook & Polgar, 2008)

Over time, I created my own evaluation rubric template for an

been identified, choosing the right technology or app can commence.

Finally, I would like to leave readers

For a full list of references, email

Kim Martin is the Digital Learning Coordinator for Catholic Education SA.

There is a myriad of digital

inclusive technology assessment that

tools to support learners with

works for the specialised field I work

with this quote from Dr Kevin Maxwell,

educator, Kim specialises in professional

additional needs, and to encourage

in (sensory impairments) which I

which has been my screen saver on

learning and inclusive learning

independence, access and inclusivity

can adjust to meet the needs of each

many devices over the years and

technologies. She is a Google Certified

in the learning environment.

individual I am working with. If you

reminds me each day of why I am

Innovator and Apple Distinguished

Universally designing a few ways

would like a copy of this, please reach

an advocate for purposefully using

Educator and was ACCE Educator of the

to improve the engagement and

out to me.

the right digital technology in our

Year 2014. She is passionate about the

learning spaces. “Our job is to teach

way technology can be used to enable

inclusion of our most vulnerable

Joy Zabala and Tony Vincent have

With over 20 years of experience as an

learners and utilising digital

extensive experience in the area of

the students we have. Not the ones

differentiation for learners and has just

technology can make a big impact

inclusive technologies for students

we would like to have. Not the ones

completed her Masters in Education, with

on the success and enjoyment our

and have both created rubrics to guide

we used to have. Those we have right

a major interest in enabling technologies

students experience.

teachers and leaders through the

now. All of them.”

for people with diverse needs.

28 | EDUCATION TECHNOLOGY SOLUTIONS

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| MUSIC TECHNOLOGY

30 | EDUCATION TECHNOLOGY SOLUTIONS

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TINKERING AND MUSIC

BY JAMES COLBERT

“I would teach children music, physics

on results and standards otherwise

and philosophy; but most importantly

imposed on them. Where is the time

music, for the patterns in music and

to look closely, experiment and build

all the arts are the keys to learning”

something? At what point does the fun

(Plato). It is an important message

go out of learning?

that continues to resonate with me as

to be part of the amazing Upper

away at various objects, making vastly

Primary staff at The Geelong College.

different sounds. She is completely

I work closely with other passionate

immersed in the sounds each object

educators committed to providing

makes, thinking about how they

our students with a vast array of

connect to each other. The look on her

experiences to challenge their thinking

face is wonderment and awe, intense.

and capabilities. More particularly,

What is she thinking about?

in Year 5 I work in a maker-centred

Music and movement is innate

classroom that promotes curiosity,

in all of us in some way, shape or

creativity and collaboration through

form; whether it be playing a musical

making things and tinkering with stuff.

instrument, singing or connecting

It was over 12 months ago and I

with the sound by dancing, tapping or

was working with a group of students

moving. Music is the language we all

completing a small tinkering activity.

share. How do we know what music

We focused on the parts, purposes and

we like? What drives people to be

complexities of broken technology. We

musicians or take up an instrument

asked the students to pull things apart,

and learn to play it? Exposing children

check out the parts, how it worked and

to music and learning through music

how these parts combined to make the

improves memory and develops

machine work, after which I gave them

language and reasoning skills. Where

the task of using the parts they now

does this connect to the modern

had to up-cycle and make something.

classroom and student?

I had a tub of Makey-Makeys sitting on

We know children learn best

a table and students asked what they

through play and experimentation. They

were and could they use one. I said,

like to build things and pull them apart.

“Sure, but I’m not telling you what it

Their curiosity drives their intensity

does or how to use it.” So off they

for learning. However, in this day and

went to find out.

age, students are expected to learn many concepts and skills, focusing

educationtechnologysolutions.com.au

I feel I am very lucky and privileged

I watch my 3-year-old daughter bang

The students came back to me and asked if they could make a

EDUCATION TECHNOLOGY SOLUTIONS | 31

| MUSIC TECHNOLOGY

musical instrument as a YouTube clip

one of sounds, notes and music. The

that demonstrated the Makey-Makey

students joined groups and created little

is the consequence of experience.”

Learning Mentor at The Geelong

turning bananas into piano keys. This

bands, recorded their sound and played

This is no truer than what we try

College Middle School in Victoria.

lit a fire under them. They designed and

it for others. Did I teach them anything?

to provide for our students in Year

He currently teaches in a team of

built their instrument feverously. What

I have to be honest and say no. All we

5 at The Geelong College. Making

three teachers with 65 students in

was interesting to note was that no

did was create the right conditions and it

music through tinkering and coding

an open-planned classroom. The

one directed them, no one gave them

was simply amazing to see 10-year-old

has opened up another avenue for

theme of the Year 5 curriculum is

parameters or outcomes, and they

children come together through music.

our students to communicate and

Designing the Future, where students

followed their idea and passion.

This experience taught me:

express themselves creatively. We

are immersed in the maker-centred

• Children have innate learning skills

hope they continue to connect this

philosophy. James recently toured

way as they navigate through the

the US where he connected with

formative stages of their lives. I

world leaders in maker-centred

hope my daughter continues to find

learning and had the opportunity

joy and happiness in the music

to attend the world-renowned

she creates.

Constructing Modern Knowledge

When it came to coding the instrument sounds, again they followed their nose. They investigated ideas on YouTube, learnt new blocks on Scratch and learnt about the way electrical currents and circuits worked. I observed them working. They were in flow, in control and motivated. Other students fed off this enthusiasm and soon others

that are untapped.

• We need to create the right conditions for learning to happen.

• The teacher does not need to be in control.

• Technology is a great tool to bring things to life.

• A set of outcomes and standards

Piaget once said, “Knowledge

I will be presenting STEAM into

James Colbert is a Year 5

Institute facilitated by Dr Gary

the Humanities and Tinkering with

Stager. James completed online

Music at this year’s Leading a Digital

study through The Harvard School of

wanted to have a go. Soon the sound

does not drive student motivation

School Conference in Melbourne in

Education specifically around maker-

in the room changed and it became

to learn, it comes from them.

August. I hope to see you there. n

centred learning.

32 | EDUCATION TECHNOLOGY SOLUTIONS

educationtechnologysolutions.com.au

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

| OFFICE SPACE

THE EVER-CHANGING ROLE IN DIGITAL LEADERSHIP – MENTORING AND COACHING

BY RICK NOACK

In my previous article in edition 84

as a support and guides teachers

of Education Technology Solutions,

through negotiated/identified issues.

I took readers on a journey of my

This then creates a partnership

leadership in moving a school forward

between the leader and the teacher

into the digital age. By using the John

whereby they work together to achieve

Kotter Model, I was able to unpack

the improvements in the classroom

the steps it took to move my sites

practice. Often, this occurs through

forward. Today, I unpack this further

conversations and observations.

to help you to understand the way

In my role as principal and as

in which I utilised coaching and

my site began to lurch forward with

mentoring strategies to guide my staff

technologies, it became quite clear

as I supported them to take their first

that my leadership had to focus on

steps in harnessing digital technologies

mentoring and coaching of some staff

themselves and with their students,

to support them. Through attending the

embedding them within their teaching

Leading a Digital School conferences

and learning programs.

over time, I have been able to glean a

First of all, I will unpack coaching

range of understandings and skills to

and mentoring particularly from an

be able to support my staff with the

educational leader’s perspective.

use of effective digital technologies in

Coaching involves the educational

their classrooms, specifically ensuring

leader and teacher working

that their purpose was to improve

together to collaboratively look at

student learning outcomes.

classroom approaches, interpersonal

In the early days, it was important

relationships, or organisational and

that I modelled the use of digital

administrative issues; all of which

technologies in my day-to-day life at

contribute to the achievement of the

school, as well as strategically placing

whole-school improvement plan, and

myself in classrooms to observe

improvements in students’ learning. It

teacher practice and the inclusiveness

is not evaluating and judging teacher

or not of digital technologies. This

performance; rather, it should be

provided me with the opportunity to

a positive impact on any teacher

have open conversations with staff

regardless of how long they have

and discuss the range of possibilities

been teaching.

and opportunities where digital

Mentoring on the other hand is

technologies could enhance the

intended to support the development

learning for their students within their

of all teachers where the leader acts

teaching and learning programs.

34 | EDUCATION TECHNOLOGY SOLUTIONS

educationtechnologysolutions.com.au

educationtechnologysolutions.com.au

EDUCATION TECHNOLOGY SOLUTIONS | 35

| OFFICE SPACE

rooms to model the digital technology

a rapid pace, but the great delight

beside teachers in their classrooms

I found it extremely positive to sit

tools with their students to begin the

is now I have staff who face this

to this year’s Leading a Digital School

and discuss their teaching and

first steps forward.

challenge head on and continue to

Conference as we continue to enhance

evolve themselves.

our students’ learning through digital

learning programs with them. Through

In all good modelling and coaching

In summary, the three most

Once again, I will be taking my staff

this, we were able to identify strategic

scenarios, it was important for me to

opportunities where teachers could

learn with and alongside the teachers.

effective strategies as a leader I have

technologies. I look forward to seeing you there and would be happy to have

dabble in digital technologies with

This provided the opportunities for

embodied over time have been:

a chat. n

their students. This began with the

rich dialogue to occur and helped my

1. a continuing and consistent

extensive take-aways which were

staff trust in themselves to take this

message to staff around the

seen and heard at the Leading a

risk with digital learning, knowing that

importance of embedding digital

Para Hills West Primary School. Rick

Digital School conferences, not

their leader understood and supported

tools with students and providing

has been a leader in schools since

only by myself but also by the staff

them to ‘give it a go’!

connected professional learning

2009, initially as an RBL coordinator

opportunities for staff (Leading a

focusing on pedagogy and digital

Digital School Conference annually)

technologies, before moving into an

Rick Noack is the Principal at

which I had previously included and

For me as the leader, it was

had participated in the conferences

and still is an exciting time as each

as well. As a site, I encouraged all

staff member trials, implements and

participants and myself to form a

later embeds digital technologies

each point of transition by building

leading digital technologies, and now

Techie PLC to spend time trialling and

in their learning programs. As

a culture of risk taking

as a Principal. He has a real passion

sharing the range of new practices

you can appreciate, the journey is

3. learning with staff and embedding

for digital technologies and their

learnt from the conferences. I would

never ending as the face of digital

resourcing for digital technologies

importance in enhancing student

often work with teachers in their

technologies continues to evolve at

annually in the school budget

learning outcomes in schools.

36 | EDUCATION TECHNOLOGY SOLUTIONS

2. modelling and coaching my staff at

Assistant Principal role, including

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| FEATURE

IMAGE CONTROL AND PRIVACY How Does Your School Measure Up?

BY COLIN ANSON

The digital era has given rise to a culture where taking photos and sharing them are the norm.

What does this mean for photos taken at and for educational institutions? How can educators ensure the privacy of students in their care?

38 | EDUCATION TECHNOLOGY SOLUTIONS

educationtechnologysolutions.com.au

When Teach Queensland ran an

In this digital age, image control

visibly stated in a school’s Collection

leaves or retires, who takes on this

image on its Facebook page to

and privacy management are essential,

Statement or Privacy Notice for a

responsibility? It is a major resourcing

promote teaching as a profession,

especially at educational institutions

student to read and understand before

issue and strain for schools today

it did not anticipate the backlash it

where there is a duty of care.

they supply personal information.

as their image collection continues to grow at a rapid pace, and demand

received for using a student photo without permission. The image

Image Control and Duty of Care

depicted a teacher surrounded

from parents to gain access to

An institution has a responsibility to

Dealing with Technical Issues

by young boys of Indigenous

ensure that any personal information

Protecting student images must be a

children increases.

appearance marked with white body

shared by students and their caregivers

core component of any responsible

Educational institutions need a

paint and wearing red bandannas.

is always kept secure, well-protected

effort to use data and technology to

solution that not only meets all the

The caption read, “I always had a

and private. Images and recordings

improve school and student outcomes.

criteria to provide duty of care but has

soft spot for the trouble makers, the

are part of this remit. The issue is

The issue is that many institutions

been built with security and privacy

misunderstood, the kid that everyone

that images form part of many school

are not set up for complex image

as a priority. Schools without a way

thought wouldn’t make it.”

activities – from identifying students to

management because there are few

to collect and apply explicit and

marketing and communications – so

technical solutions that are fit for

specific consent via an automated,

condemned the image for its

how should an organisation approach

this purpose.

central system that stores, identifies,

derogatory implication – that

security and privacy while still

Indigenous boys are trouble makers

maintaining functionality?

Academic Dr Chelsea Bond

and less likely to ‘make it’ – and

The first step is to obtain active,

Heard about the school that

everyday school content of their

classifies and matches consent wishes

pinned up images of students who

at the asset level are at risk. Negative

did not consent to having their

outcomes do not just put children in

doubled down on the organisation’s

voluntary consent (opt-in rather than

photo taken, so the teachers would

harm’s way; image mismanagement

use of the image because one of

opt-out) as part of implementing a

remember the special cases? What

means the school is unable to comply

the boys was her son and she had

privacy policy. If a school intends to

about the one where teachers spent

with privacy law and practise duty of

not given permission for Teach

capture an image or recording of a

hours matching kids in photos with

care, which exposes the institution

Queensland to use it.

student, it must first ensure that it has

parents? Or the case where using the

to legal ramifications and damage to

established clear protocols around

photo management tool involved a

school reputation.

associated with image sharing,

obtaining consent to do so and only

32-step process to upload and access

and many parents and educators

use that image in accordance with the

an image?

know about well-publicised negative

relevant privacy principles.

There are a number of risks

outcomes, from cyberbullying and

To be effective, the consent

identity theft, to stalking and child

For starters, many schools do

Preventing Data Breaches In Australia’s privacy laws, schools

not have a central repository to store

have obligations in relation to ensuring

process must not be coercive. For

and retrieve images. Images might

that personal information is kept

photo harvesting by paedophiles. But

example, schools cannot say if consent

be scattered across multiple servers,

secure. These obligations include

the seemingly innocent uses, such

is not provided, a student cannot enrol

hard drives and devices across the

taking reasonable steps to prevent

as Teach Queensland’s, are less well

– that is a condition of entry. Moreover,

entire school community, which means

unauthorised access, use or misuse,

known and can actually have lifetime

different types of consent should not

it is easy to lose track of what has

disclosure, destruction or loss of

implications for some children.

be bundled; bad consent forms will

been captured, who has it and where

personal information, dependent on the

often lump everything on one form with

it has been stored – not just an issue

type of personal information they hold,

embarrassed by his or her learning

an ‘all or nothing’ sign-off in the hope

of storage and accessibility, but also

the format it is kept in, and the degree

difficulties, who becomes the

that it will make administration easier,

risking security breach.

of sensitivity it has to the individual.

brochure image for the remedial

when it actually makes the process

learning department, or a shot of

more complicated.

Consider a child, already

an awkward teen competing at the

There will also be special cases

Photo management is a time-

Additionally, there are obligations

consuming and laborious task for

regarding the transfer of personal

teachers and school administration

information overseas.

dreaded swimming carnival used in

where parents or a court order have

staff. The files need to be properly

the school newsletter. Using photos

requested no photos of their children

tagged with the student’s name,

cloud-based services for image

inappropriately or without consent can

are ever to be taken, shown or shared,

organised by consent and permissions,

management. Schools remain

cause a lifetime of pain, especially

and schools struggle with adhering

and then stored (preferably together)

responsible for ensuring the privacy

in children susceptible to anxiety or

to these wishes because they have

somewhere safe and secure where

and security of personal information

depression. In this Instagram-driven

not kept an adequate record of these

they can only be accessed by those

collected from students, even if they

world where, since the introduction of

students and restrictions.

authorised to use them.

pass along the management of that

social media ten years ago, there has

If images are necessary for the

It is common for this role to fall

Schools are increasingly using

personal information to someone else.

been a 68 percent increase in girls

school to function, such as to identify

to one person, and oftentimes it is

17 years old and under self-harming

students at the daily roll call or for

not their primary role, merely added

Index ranks the education sector

due to the rise in body dissatisfaction,

medical purposes, for example, to

on to their main job of teaching,

as one of the weakest sectors on

insecurity and low self-esteem about

identify those who are at risk of

administration, or marketing. Even

privacy. Using digital technologies or

their appearance, I think it is time we

anaphylactic allergic reactions, these

if the school does have a full-time

cloud services to deal with student

should all start to worry.

conditions should be clearly and

photo manager, once that person

images? Then:

educationtechnologysolutions.com.au

The Deloitte Australian Privacy

EDUCATION TECHNOLOGY SOLUTIONS | 39

| FEATURE

they stop? Will they be able to

also brings new challenges with

Colin saw an opportunity to create

get the information back? Can

regard to image control and privacy

a unique business within his area of

clients seek remedy for any

management. An educational

passion – photography. He witnessed

harm suffered as a result of

organisation with a clear policy and

first-hand the potential risks and

their action?

robust consent processes is already

harm the mismanagement of photos

Schools that give their business

streets ahead of the industry when

can have on children. He became

its students’ information set out in

to privacy compliant local providers

it comes to protecting its students,

an advocate for protecting every

those documents

arguably reduce their risk, so consider

meeting its legal obligations and

parent’s right to determine how their

using Australian companies or an

maintaining its reputation. Finding

child’s photo is used and protecting

in place to secure personal

Australian subsidiary of a global outfit,

the right tool to implement these

every child’s right to safety and

information

and make sure they manage and

elements is the next step. n

digital privacy. After learning of the

• read and understand their terms and conditions • check they are subject to the requirements of the Privacy Act 1988 • agree to all the uses and disclosures of the school’s and

• check they have adequate controls

• check they do not store data in a jurisdiction that is less secure

store data and any backups securely in Australia.

Technology has certainly made

minefield of privacy laws and the Colin Anson is a digital

daily stress for schools in managing

entrepreneur and the CEO and co-

and sharing the photos of every

it easier for a school to store and

founder of the child image protection

single student, Colin decided to do

over the service should the

use the information it collects

and photo storage solution pixevety

something about it. And pixevety

service do the wrong thing: Will

about students, but the digital age

(https://pixevety.com/). In 2012,

was born.

than Australia • check that clients have control

40 | EDUCATION TECHNOLOGY SOLUTIONS

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| NEXT STEP

42 | EDUCATION TECHNOLOGY SOLUTIONS

educationtechnologysolutions.com.au

DRONING IN THE CLASSROOM

BY JOHN PEARCE

If we are to believe futurist Thomas

overflying sections of the local coast at

Frey, drones will become the most

around two-monthly intervals and then

disruptive technology in human history.

crunch the data with the Australian

To be fair, Frey’s definition of a drone is

Propellor software. This software

more than the flying unmanned aerial

allows users to draw virtual transects

vehicles (UAVs) we typically think of

or plots along or across the beach to

when we talk of drones. The reality is

compare data across a range of dates.

that drones are more than just flying

From this, we can calculate the amount

cameras; they are being used to deliver

of sand movement and/or changes

goods, fight climate change, monitor

in the beach profile, amongst other

reefs, supply humanitarian aid and take

information. The software also enables

part in races.

users to render 3D representations of

My involvement with drones is via the state-wide VCMP project which

the beach.

In order to participate in the

uses them to monitor coastal erosion

program, we had to undertake some

hotspots. “The Victorian Coastal

basic training in using the drone safely

Monitoring Program aims to provide

and efficiently. Whilst not a full remote

communities with information on

pilot’s licence, the training did cover

coastal condition, change, hazards

most of the practical aspects required

and the expected longer term impacts

to get licence certification. We were

associated with climate change that

also made aware of and have to

will support decision making and

comply with the Civil Aviation Safety

adaptation planning.”

Authorities (CASA) rules for flying sub-

As a citizen scientist, I am part of a local team that uses a Phantom

2kg drones.

Prior to becoming involved in this

4 drone, aeropoint satellite-based

program, I had purchased a couple of

markers and some pretty clever

small entry-level drones with a view

software that lets us measure the

to investigating if and where drones

amount of sand that is shifted along

might fit within the school curriculum.

sections of a beach. We do this by

Since that time, a number of things

| NEXT STEP

have happened which have sharpened

are also developing learning options.

context for building resilience and

an entry to the exciting world of drone

this focus.

Importantly, a number of these

learning from failure. Even the best

racing and open up the many maths-

The two major consumer drone

third-party supports originate in

pilots have at least one malfunction.

based explorations that are involved in

manufacturers, DJI and Parrot, have

Australia and are designing and

realised that the education sector is a

providing content that fits the

with simple in-built cameras which can

can be full of thrills, designing courses

market that could be tapped into. As

Australian Curriculum.

be employed to capture images that

that are challenging but realistic can be

Drones provide a very practical

can be used as evidence of mission

just as exciting.

adapted previous entry-level models

means to develop science, technology,

completion or as data for analysis.

A number of the entry-level

to better reflect the needs of schools.

engineering, arts and maths (STEAM)

More sophisticated drones can be

drones can also be controlled using

At the same time, educators around

projects. In order to best utilise

used in data gathering across the

code, from block-based through to

the world have also been developing

drones, it is important to understand

curriculum, especially in geography,

Python and Arduino. This opens up

specialised drone options with

the physics of flight and the various

geology and the natural environment.

the opportunity for students to devise,

students in mind. Most of the skills

systems that combine to keep drones

LEGO connectors on entry-level drones

program and fly missions that mimic

involved in learning to safely fly these

airborne. Designing and making

enable the addition of lightweight

real-world applications. If students

entry-level drones can also be applied

drones fits perfectly within a STEAM

components which can be used to

are working with more sophisticated

to more sophisticated models; flying

framework by bringing together

simulate real-world missions. In the

drones, there are a number of software

a continuous and even figure eight

science understanding within a design

real world, drones are now also being

options available to plan and run

pattern is just as tricky with my Parrot

process that involves multiple systems.

used to take the place of fireworks

missions. Whether using smartphones,

Mambo as it is with my Mavic Pro.

In addition to basic design work, drone

and other lighting effects, again

controllers or software, flying and

kits provide the opportunity to devise,

something that is within the scope of

coding drones can be quite different to

developing some excellent support

prototype and test novel uses for

the classroom.

doing similar tasks using terrestrial-

materials aimed specifically at the

drones. The process of constructing

education market. Some major

drones (and sometimes flying drones)

considering is a first person view (FPV)

third-party developers, including

often involves quite a lot of trial and

camera. When paired with goggles,

technology there is a cost involved

Swift Playgrounds amongst others,

error learning, which provides a perfect

these cameras provide students with

and other considerations to take

a consequence, both companies have

Both DJI and Mambo are

44 | EDUCATION TECHNOLOGY SOLUTIONS

The better entry-level drones come

Another drone component worth

this activity. Whilst flying a drone race

based vehicles.

Of course, with any new

educationtechnologysolutions.com.au

into account. Flying time is one of

becoming increasingly available;

context for learning safe procedures;

classroom, augmented and virtual

these; some entry-level models

some are available for as little as

most damage to drones occurs not

reality, engineering robots, coding

typically provide 8-10 minutes of air

$20 from popular stores such as

in flight, but in packing, unpacking

and data. n

time per 30-minute charge. With the

Kmart. Micro-drones that fit into the

and transport.

better options, users can purchase

palm of your hand can be purchased

combos that have multiple batteries

online for very minimal cost.

with even entry-level drones enables

years teaching in primary schools,

and spare propellers. With micro

Despite the fact that these products

students to better consider options

John Pearce now tutors at Deakin

drones it is important to understand

contain flyers and instructions on

for the use of drones in the wider

University. John’s ongoing interest

the control range after which the

safe and responsible drone use,

world. It can also lead to senior level

in both science and also the use

drone may get ‘lost’. When looking

experience suggests that these are

students undertaking certificate

of ICT across the curriculum has

at larger drones, it is important to

often ignored. Schools offer an

level qualifications and even remote

seen him present at local, national

consider the camera capability as

opportunity for a more structured

pilot licences (RePL), as is already

and international conferences.

well as navigation features, such as

review of these rules. Working with

happening in a number of settings.

Lately, he has become interested in

collision avoidance and return-to-

drones in schools also provides an

base features.

opportunity to discuss and consider

Leading a Digital School Conference

and Makerspaces. His web-based

privacy and other issues associated

where I will be facilitating hands-on

resources attract readers from all

with drones. Schools also provide a

workshops around droning in the

over the globe.

Overlaying all of these considerations is that drones are

educationtechnologysolutions.com.au

Having hands-on experience

Come and meet me at the

Having spent more than thirty

digital curriculum, including coding

EDUCATION TECHNOLOGY SOLUTIONS | 45

| LET’S TALK PEDAGOGY

BAREFOOT LEARNER CAPABILITIES: HOW WE ARE DEVELOPING COMPETENCIES FOR THE REAL WORLD

BY JULIA BEVIN

As with many educators, I have

for reading, writing and maths. This

sports and so on, whilst at the same

consultation in 2016, as it was clear

grappled with the purpose of

information was then required to

time creating angst for the learner,

to the Board of Trustees that a strong

assessment for some time. It often

be reported to parents, the Board

families and indeed themselves.

vision for learning at Paekãkãriki School

feels as though we are subjecting our

of Trustees of each school and the

learners to tests and assessments

Ministry of Education using language

and leaders were given an opportunity to

village and it was important to us that

that serve no purpose other than to

such as ‘below standard’, ‘at standard’

rethink assessment in our schools. With

our school reflected the village values

generate an arbitrary score that could

or ‘above standard’. Many educators

a change of government came a change

and philosophies. The community

be quite different if they sat the test

and researchers (Ken Robinson, Tony

in the legislation governing schools and

consultation in 2016 provided us

tomorrow, and yet these situations

Wagner, Guy Claxton) in the field of

we are no longer required to measure

with great information about what our

induce anxiety and stress for teachers,

education have shown us that the skills

or report student progress in relation to

community wanted for their children

learners and families.

and capabilities our students need for

the national standards. This has given

at our school; we began to see a clear

their futures are much broader than the

leaders and teachers at Paekãkāriki

picture of the experiences, skills and

around the issue of assessment and

national standards focus we have had

School the scope to move forward

capabilities that were valued by our

measurement. Are we measuring the

in New Zealand for the past decade.

with a skills and competencies based

community. By the end of 2016, we

things that we value? Do we value that

This narrow focus created a difficult

curriculum that was, in 2017, in its early

had disseminated this rich information

which we are measuring?

environment for teachers who worked

stages of development.

into four guiding principles and had

So, a burning question for me is

For nine years, New Zealand

hard to ‘shift’ students in relation to

Late in 2017, New Zealand teachers

The process of developing the skills

teachers have been required to measure

these standards, very often at the

and competencies based curriculum

students in relation to national standards

expense of sciences, arts, technology,

began with extensive community

46 | EDUCATION TECHNOLOGY SOLUTIONS

was needed. Paekãkãriki is a small

established a new vision for ourselves as the Home of the Barefoot Learner.

During 2017, we took the four

educationtechnologysolutions.com.au

educationtechnologysolutions.com.au

EDUCATION TECHNOLOGY SOLUTIONS | 47

| LET’S TALK PEDAGOGY

guiding principles of belonging,

their children’s education. Students

this strong and clear vision to our

connecting, exploring and thriving,

use the progressions to self-assess

community. We have been pleased

and broke them down into key skills

and teachers use them to measure

with the reaction from the community

and capabilities for our learners.

progress. Our next step is to ensure

to our Home of the Barefoot Learner

you about this and other topics during

We were able to align these with

that quality evidence is shared for each

vision and it seems to ring true with our

my presentations at the Leading a

the New Zealand Curriculum Key

progression with families. We have

community and visitors to our village. It

Digital School Conference this coming

Competencies. This, in effect, gave us

a digital platform that allows a range

is a continuing journey for us to embed

August in Melbourne. n

our graduate profile and has enabled

of evidence to be shared in real time,

this vision and a common language

us to develop our own local curriculum

and seeking family feedback on this

across the school, in all that we do, so

After completing a BA in

based around these.

evidence is a next step for us.

that everyone knows and understands

Psychology and Education in the

The capabilities are outlined

we do not value?

I would love the chance to chat with

us. Making the guiding principles known

early 90s, Julia Bevin trained as

as a series of progressions in our

reaching than the traditional reading,

and understood widely, and making

a primary school teacher. She

Barefoot Learner matrix against which

writing, math achievement data and so

explicit the links to the curriculum, is an

has worked in several NZ primary

we measure and report on student

we are still in the process of refining

ongoing process for us.

schools and has always held onto a

progress. These progressions were

our systems to measure and report

collaboratively developed with teachers

on these. Informing parents of this

we will need to re-evaluate. As part

was yesterday, to always consider

and students. These capabilities

process is also important. We have

of our self-review process, we need

what is possible and to focus on

have signalled a shift to students

developed a curriculum where we

to ask questions of our students,

how we can improve things for

taking ownership of their learning

focus on the skills and qualities they

teachers, board and families:

learning and teaching. Julia has

– learner agency and responsibility

identified as being important; our next

• Have we considered everything

been the principal of Paekãkãriki

are frequent conversations. They

challenge is to be able to demonstrate

that is important for our

School for three years, during which

also give us a meaningful tool for

progress against these things.

students’ futures?

time they have made huge shifts

measuring and reporting on the things that our community values for

48 | EDUCATION TECHNOLOGY SOLUTIONS

These capabilities are more far

• Or, are we still assessing that which

As with any program of change, we needed to consider how we deliver

After a period of implementation,

• Do we value the things we are measuring?

desire to be better today than she

in their curriculum, pedagogy and school culture.

educationtechnologysolutions.com.au

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EDUCATION TECHNOLOGY SOLUTIONS | 49

| PROFESSIONAL DEVELOPMENT

INNOVATION AND CREATIVITY…

IMO

BY MATT ZARB

50 | EDUCATION TECHNOLOGY SOLUTIONS

educationtechnologysolutions.com.au

I do not know about you, but I have

limitations of the end user” (IB Design

not be outside the realms of what

they may not have otherwise tried to

seen this before. I have been this

Guide, 2015, p4). Once we scratch

we do, but it often is. And here is

do. The results are things we could

before. It is an easy trap to fall into. You

below the surface and take away the

the response.

not have imagined. Every class is

unwrap the bright and shiny new ‘thing’

shiny things, design is problem-solving

that will transform your classroom. It

methodology and technology is useful

will be the solution to a problem we

only if it too solves a problem.

never knew we had and the gateway

“Why?” before “What?” If I had

“Tell me how to do it,” is the cry of the student who is stuck.

“Well I could. Or you could just

different. New leaders emerge and students are in control of what they learn and how they learn. Our dream

try something different. Have a go at

is that students develop a mindset

to a whole range of new and exciting

a mantra, it would be this. Why am I

solving the problem yourself. It doesn’t

that they will attempt anything, no

problems that did not exist before, but

doing this has to come before the what

matter if you get it wrong. You just

matter what they have been told in the

now do. If only it did what we wanted

do I need to make it happen. I cannot

need to attempt something different to

past and no matter what others might

it to do or even delivered some of the

solve a problem without knowing what

what you have already done.”

think they can do. It is the mindset I

expected outcomes!

I am trying to solve.

Sometimes, some students do,

want our design teachers to have – to

Design has many names, many

I see innovation as the output

while others will not even budge. Fear

take risks, to be different and to try

ruses and so many different acronyms.

and product of creativity. If creativity

of getting it wrong has been smashed

something outrageous. Who knows

At its heart, though, it seeks to do

is the noun, then the act of this

into them so many times that the

what might happen?

the same thing, whatever the label.

creativity finds its place through

thought of not getting it right the first

Design is about solving problems. It is

innovative thinking and doing. At

time overrides any natural curiosity.

more about this at the Leading a

about solutions; testing solutions and

times, we blame lack of resources

Some students would prefer getting

Digital School Conference and moving

improving solutions. “Design is the

on our ability to innovate, when in

in trouble for not trying, not even

forward together. n

link between innovation and creativity,

fact it is the constraints that inspire

attempting to get it right, because its

taking thoughts and exploring the

innovation. It is not about what I

beats the shame of getting it wrong.

possibilities and constraints associated

have, but what I do not have that

That says something about our schools

and Technologies/Innovation at

with products or systems, allowing

inspires innovation and this drives

and our system. Something needs

Helena College. He loves to play with

designers to redefine and manage

our learning. To be innovative,

to change.

technology and often gets it wrong

the generation of further thought

sometimes we need to limit what we

through prototyping, experimentation

have, what we get and what we give.

pushes students to think they can,

part of the journey and part of the fun!

and adaptation. It is human-centred

We challenge our students to think.

rather than believe they cannot and

Readers can find Matt tweeting as

and focuses on the needs, wants and

Challenging students to think should

then asks them to attempt things

@mattoman71

educationtechnologysolutions.com.au

Innovation as a classroom subject

I am looking forward to talking

Matt Zarb is Head of Design

before he gets it right… but that is

EDUCATION TECHNOLOGY SOLUTIONS | 51

| FEATURE

HOW EDTECH PAVES THE WAY TO

PERSONALISED LEARNING

BY LIVIA BRAN

50 | EDUCATION TECHNOLOGY SOLUTIONS

educationtechnologysolutions.com.au

Education technology (EdTech) is

assessment, all without losing sight

small victories in his or her individual

not exist a decade or two ago, thanks

slowly conquering every classroom.

of the administrative features school

way. Considering that the average

to technology; since the pace of tech

It is a long journey, considering the

management continued to need.

classroom is comprised of a few tens

development seems to be at an all-time

of students (going up to hundreds in

high, today’s kids will most probably

worldwide perspective, but some parts

Currently, we are witnessing

of the world really reap the benefits of

another shift. This time, the LMS is

the case of university), it is impossible

hold jobs that not only do not exist

the incredible advancements in EdTech.

moving towards the learning needs

for the one educator in it to differentiate

yet, but will require an even higher

The number of educational software

of students, as they are the ones

instruction to meet the learning needs

degree of tech proficiency. So, it is

programs, websites, apps and other

using the system most often, after

of each student – without a little help,

only natural to use technology in their

tools continues to expand, especially in

all. More and more educational

that is. This help comes in the form

learning environment.

the English-speaking world.

stakeholders understand how

of EdTech.

Not only is this number growing,

important each learning experience

Educational technologies can

More and more classrooms adopt bring your own device (BYOD)

but EdTech is getting better too.

is for the success of students, so the

be used to not only help streamline

policies and encourage students to use

Take the example of the Learning

latest LMS developments focus on

processes for teachers or school

technology to support their learning.

Management System (LMS). At its

giving them more control over their

management, but also provide a way of

Flipping the classroom is another way

dawn, an LMS used in an educational

learning process and make everything

offering a more personalised, tailored

to ensure this. No matter if they use

institution was all about school

more engaging.

process of learning to ensure that every

technology at home to prepare before

student in the classroom is effectively

class, bring it to school to use it in

EdTech is Increasingly Learner-Centric

supported, no matter the level or ability.

the classroom or simply find it there,

Here are a few directions in which

students are exposed more often to

took which courses, had which grades,

The LMS is not the only type of EdTech

EdTech is developing and paving the

blended learning environments.

paid the tuition if that was the case,

that is trying to put the student in the

way to personalised learning.

and so on. The system did the job

driver’s seat. Many other educational

pretty well.

tools are being adapted or created from

1. Blended learning

consider implementing more such

scratch based on this idea of providing

The main role of any educational

initiatives. Face-to-face instruction and

were the ones using the LMS more

students – from kindergarten to high

institution is to prepare students to

the input each educator brings in the

often than administrators, there was

school to university – a higher degree

become successful adults in the

classroom will never become obsolete,

a shift towards meeting more needs

of agency.

future. Nobody can actually know

but combined with the right EdTech,

for sure what the future will hold,

can become more powerful.

management. Headmasters and school principals needed an easy way to know at any given moment which student

In time, as teachers realised they

of educators. The LMS therefore

The thing is, learning is a deeply

There is more than one way to blend instruction and teachers should

developed features that helped them

unique process. Each student learns

but it is safe to assume technology

create better online courses and

differently and has to overcome

will be a great component of it. Even

2. Video learning

support instructional delivery and

different challenges and celebrate

nowadays, people have jobs that did

As long as they are old enough to type,

educationtechnologysolutions.com.au

EDUCATION TECHNOLOGY SOLUTIONS | 51

| FEATURE

As Sal Khan so eloquently put it,

4. Adaptive learning

people turn to the internet to get their

is that students can be included in the

questions answered, and students

process; they can even lead it. The

educators should teach for mastery,

Continuing on the idea that each

are no exception. If they want to learn

green screen can easily find its way in

not for test scores. Students should not

student has a unique set of learning

something or clarify a concept, they

any classroom when teachers have an

be able to move on to more advanced

needs and a unique way to absorb new

will find a relevant video in no time.

open mind about this possibility.

parts of a subject until they prove they

knowledge, the ideal learning process

master the more basic parts. In this

would be one that adapts feedback and

3. Mastery-based learning

way, they build knowledge on top of a

suggestions on every step of the way.

One of the most frustrating aspects

very strong foundation and will be less

Face-to-face instruction can achieve

many students when they are learning

of the current educational system is

prone to drop off their studies later on.

this, but since there are many students

because it engages more senses than

its obsession about standards; every

It can be a challenge for teachers

when they are just reading or just

student should learn the same things

to adopt this approach, keeping in mind

listening. The flipped classroom is

in the same way at the same time.

the many standards that still have to

again a great example of using video

Otherwise they fail. But things do not

be met, but with the right EdTech tools,

systems learn about the student as

to deliver instruction, but teachers can

really work that way. Each student

it can be done. For example, a school

the student learns, and adapts the next

include it in other ways as well. And if

has his or her own interest, learning

LMS with competency- and mastery-

steps the student can take within the

they add a degree of interactivity within

strengths and pace at which he or she

based features allows educators to set

system based on previous ones. For

it, student engagement rates will soar.

makes progress. By forcing a certain

rules on what learning content is to be

example, it can prompt the student

The good news is, creating a

way, standardised education cannot

shown to each student based on their

when he makes a mistake, it can

video is not that complicated, with the

possibly meet the needs of the student

previous activity and results within the

suggest studying some extra resources

current video technology doing most of

and becomes fertile land for learning

system, all without drifting away from

and get assessed again or it can

the work for you. The even better news

gaps accumulation.

meeting standards.

unlock more advanced modules for

YouTube is not the second largest search engine for nothing.

The video format is preferred by

52 | EDUCATION TECHNOLOGY SOLUTIONS

and only one teacher, it is not a viable solution in a classroom.

However, adaptive learning

educationtechnologysolutions.com.au

extra credit. Everything can be set on

(AR), but mixed reality, 360° pictures

education is a much-needed shift

‘If… then…’ statements. Even though

and videos and 3D simulations can

from the standardised way that is so

an adaptive learning system is based

also top the list. These technologies

ingrained in the education system of

on such automatic rules, those rules

provide the highest degree of

today. Placing the students and their

are designed by the teacher, so the

interactivity of all EdTech and students

learning needs at the hear t of each

teacher’s ability to identify and select

love them.

educational initiative will help them

the most appropriate options is crucial.

Adaptive learning technologies are

Even though the financial costs may still be a bit prohibitive, the tide is

succeed later in life.

EdTech will play a crucial role in

just beginning to gain some track in

turning for the better. For example, a

achieving this, through the various

the online education landscape, but

VR headset can cost under $10 USD

ways it suppor ts educators in

educators should keep a close eye

and most educational VR and AR apps

creating and delivering personalised

on their development. The potential

are free to download and use.

learning experiences for every

that adaptive learning can bring to the

There are still programs to be

student. The most impor tant thing

table is huge, both for regular students

implemented and studies to be made

is to find the EdTech that is most

and for those differently abled. It is an

before we can reach some conclusion

appropriate for each classroom, not

enormous stepping stone on the path

regarding the efficiency of such

just adopt every latest tool because

to personalised learning and learner-

technologies on student academic

it seems to shine bright. Even

centric education.

outcomes: are they really that good, or

though it is challenging, we already

are they just the latest fad? Until then,

took a few steps on the path to

5. Immersive learning

there is no denying that immersive

personalised learning. n

Students learn best when they are

technologies do have an impact

immersed in the subject and what

on student engagement and open

better way to achieve this if not

immense possibilities for the future

at CYPHER LEARNING, a company

by including immersive learning

of education.

that specialises in learning

technologies in the classroom? The

Livia Bran is Content Manager

management systems. Check out

most popular examples are virtual

Closing Thoughts

her posts about EdTech for K-12 and

reality (VR) and augmented reality

The learner-centric approach to

Higher Ed on the NEO blog.

educationtechnologysolutions.com.au

EDUCATION TECHNOLOGY SOLUTIONS | 53

| TEACHING TOOLS

56 | EDUCATION TECHNOLOGY SOLUTIONS

educationtechnologysolutions.com.au

DIGITAL TOOL SMASHING

LEARNING CAN INCLUDE MORE THAN APP SMASHING!

BY KIM MARTIN

So, your class has mastered Book

setting parameters and supporting

the features they need or want and

Creator for writing a story to share with

app smashing in their learning space.

intuitively experiment with a variety of

a real audience, they rock at using Do

Whilst this post focuses on the power

apps to create their final product. The

Ink for green screen movie making and

of combining iOS apps in an education

key to app smashing is the camera

they are all over SeeSaw for recording

setting, over time, the term app

roll or the ability to save a photo, a

their learning. It is time to integrate

smashing has also come to include

video, or an image they have sourced

a few quality apps to take it to the

the use of more than just iPads and at

or created and importing it into another

next level.

times more than one device type; for

app to combine or manipulate it to

example, using a Chromebook and an

create something new that was not

iPad to create a finished product.

possible in either of the other apps on

App smashing is the process of students utilising a core of quality apps that complement and enhance each

educationtechnologysolutions.com.au

Students intuitively explore apps

their own. However, app smashing it

other to create inspiring and engaging

long before a teacher has had time

more than utilising the features and

ways that not only demonstrate their

to offer step-by-step instructions and

functions of more than one app to

learning but showcases it and allows

often find an app’s limitations and

reach an objective.

you to assess their understanding

special features before teachers have

and skills. The term app smashing

fully explored the app’s learning and

transformation of projects into rich

was coined by Greg Kulowiec (US) in

integration potential. Students also

media creations, which encourages

2013. Laura Cummings has a great

often soon realise one specific app

the seamless use of digital tools for

blog post about app smashing if

does not allow them to produce a

learning. The two key elements for

readers would like to know more about

final piece of work or product with all

success when app smashing with

The power of app smashing is the

EDUCATION TECHNOLOGY SOLUTIONS | 57

| TEACHING TOOLS

iPads are the camera roll and the ability

use App Smashing as an assessment

Android

to share creations. When you first

4. encourages critical thinking

ownership in their learning process

tool full of ideas for using Book Creator

• iMovie (iOS)

introduce the concept of app smashing

5. helps students construct

as a formative assessment tool.

• SeeSaw (iOS); Android

to your class, depending on the age

knowledge and demonstrate deep

of students and their familiarity with

learning

the apps, you may recommend and

6. helps maximise the potential of

demonstrate how to utilise specific

digital tools by combining features

apps together to create a finished

and functions

product. Eventually, however, the

7. allows creativity to shine and

• Explain Everything (iOS); Chrome Combining Apps for Innovative

and Android

Project Ideas

• Garage Band (iOS)

1. multimedia book (topic/theme

• Pic Collage

can cover any curriculum or

• ChatterPix

interest area)

• Apple Clips (iOS)

goal is for students to consider the

allows students to demonstrate

assessment criteria and decide for

their learning in their preferred

themselves which apps will work

communication mode; for example,

3. interactive comic

• Tellagami

best for their learning task or project

speaking (audio or video), writing

4. student-created biography

• Thinglink

idea by considering what the various

(typing text or with a stylus) or

apps features are and which one, two,

drawing

or even four apps would work well together to suit their needs.

Why App Smash?

1. encourages creative and

8. provides opportunities to

3. students have choice, control and

example, book, movie, TV review)

interview videos

• Toontastic • Flip Grid

• Keynote (iOS) • Canva

A few of my Favourite Apps

purposefully create and share with

The following list of apps includes

Tips

a real audience

links to the Apple App Store and

1. Communicate clear assessment

9. empowers students to share their voice and showcase their learning

imaginative thinking 2. supports collaboration

2. podcast/radio show/review (for

indicates if they are also available on other platforms.

• Camera Roll (iOS)

Dr Monica Burns (ClassTechTips. com) recently wrote an e-book How to

• Green Screen by Do Ink (iOS) • Book Creator (iOS); Chrome and

criteria to your students.

2. Make sure students know how much time they have to complete the task or project.

3. Make it a clear and easy process for students to submit finished work created digitally.

I hope that this article has given you enough ideas to start app smashing with your students, encouraging learning and creativity in your classroom. If you need more inspiration, I recommend checking out Jornea Erwin aka @Savvy_Educator, or the #AppSmashing hashtag on Twitter.

I will be presenting about these ideas and others at the Leading a Digital School Conference this year.

Visit www.iwb.net.au/digital/program for more information. n Kim Martin is the Digital Learning Coordinator for Catholic Education SA. With over 20 years of experience as an educator, Kim specialises in professional learning and inclusive learning technologies. She is a Google Certified Innovator and Apple Distinguished Educator and was ACCE Educator of the Year 2014. She is passionate about the way technology can be used to enable differentiation for learners and has just completed her Masters in Education, with a major interest in enabling technologies for people with diverse needs.

58 | EDUCATION TECHNOLOGY SOLUTIONS

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59 | EDUCATION TECHNOLOGY SOLUTIONS educationtechnologysolutions.com.au

ABANDONING ‘THE AGE OF MANUFACTURE’ CONCEPT: HOW COLLABORATION WORKS FOR LEARNERS AND TEACHERS

BY JULIA BEVIN

In his book The Element: How Finding

out of their learning environments and

opportunities with children of a variety

began 2017 with three learning areas;

Your Passion Changes Everything,

placed in schools and classrooms, but

of ages. Our systems enable teachers

our first area is aimed at supporting

Ken Robinson writes, “Students are

for what purpose?

and leaders to be collaborative in their

transition into school for our 4–5 year

everyday practice. Our process started

olds and their families, the second

educated in batches, according to

These are the kinds of wonderings

age, as if the most important thing

that have niggled at me for a number

with extensive community consultation

space is for those more settled into

they have in common is their date of

of years. I have taught in classrooms

in 2016 and we began the 2017

school (typically years 2–4), and the

manufacture.”

where students were grouped by age.

school year with multi-level classes in

third space is for the students in years

Children all around the world

I have taught in small country schools

collaborative learning environments.

5–8. Students work in these spaces

are growing up in villages where the

where siblings, cousins and children of

Paekãkãriki is a small village

with a number of teachers based on

‘date of their manufacture’ has never

all ages learned and played together. I

and it was important to us that our

needs and interests. Some students

been considered. Children enjoy

am a parent of three children and at no

school reflected the village values and

and their families took to the changes

opportunities and experiences based

point could I say, “Well you are 10 and

philosophies. It no longer seemed right

quickly and with ease, but for others it

on their interests and their needs.

at 10, all children must be… or do…”.

for us to separate children based on

has been a more difficult process as

However, throughout much of the

My children learned to walk, talk, read,

their age. These were children who

change can be very uncomfortable.

developed world, this is not the case.

write, ride a bike and cook at different

joined clubs and sports teams with

Families are given the option of having

At some point in our history, the idea

ages. Their needs could not easily be

younger and older peers, they played

siblings join the same ‘whānau’ class

of schools was born and the industrial

correlated to their age of manufacture.

with others in their neighbourhood

or to be separated – there has been

model was applied. Children of similar

I have been principal of Paekãkãriki

based on similar interests, not a

an appreciation for this choice and

age were placed in rooms, provided

School since October 2015. In that

similar age. We carefully planned out

families are able to do what works best

with information (inputs) and then

time, we have implemented a school

how this could be actioned within our

for them. Regardless of the decision

tested on their ability to remember this

structure that helps students find

school setting, a setting that still had

a family has made, we will often

information (outputs). They were taken

collaborative learning and playing

a very traditional physical layout. We

see siblings sitting together to share

educationtechnologysolutions.com.au

EDUCATION TECHNOLOGY SOLUTIONS | 60

| GET CONNECTED

Students are now reporting higher levels of enjoyment of school, they have more flexibility over their learning programs as they are not having to wait for others, and they can move on and work with other students as needed.

61 | EDUCATION TECHNOLOGY SOLUTIONS

ideas, discuss a problem or even just

class/teacher to another every year.

reading together.

Our students transition between

Adjusting to this new way of

learning areas twice in the eight years

working provided challenges for many

they are with us. Over their eight years,

families and learners. Spending time

they will learn in three main learning

educating our community about how

areas, forming relationships with three

this works on a day-to-day basis has

key teachers, known as ‘whanau

been important. Students are now

teachers’. Families also build strong

reporting higher levels of enjoyment

relationships with teachers – everyone

of school, they have more flexibility

develops strong relationships and a

over their learning programs as they

deeper knowledge and understanding

are not having to wait for others, and

of one another. We have experienced

they can move on and work with other

more settled starts and less downtime

students as needed. Being exposed

at the start of the new year, meaning

to a wider range of skills and opinions

that the learning is picked up more

is also helpful. There is a sense that

quickly and progress is faster.

behaviour is calmer as students know

Teaching teams required more time

and understand others better.

together to plan and problem solve, so

A key factor that led us to

we had to make some changes to our

implement this approach was the

meeting schedules to enable this to

recognition of the importance of

happen. Staff have worked collaboratively

relationships for the learner and the

to overcome some of the challenges

stress and anxiety that can be caused

associated with reporting to parents,

when students transition from one

communication, timetabling and meeting

educationtechnologysolutions.com.au

a diverse range of student needs. We

a village to raise a child” and we enjoy

Barefoot Learner Capabilities: How we

desire to be better today than she

have used a variety of digital tools to

working and learning collaboratively

are developing competencies for the

was yesterday, to always consider

achieve this; however, we still recognise

as a group of learners with individual

real world. n

what is possible and to focus on

the value of face-to-face communication

needs, where our age of manufacture

and sharing of information.

is not the thing that determines our

This is an ongoing process for us

daily pattern.

how we can improve things for After completing a BA in

learning and teaching. Julia has

Psychology and Education in the

been the principal of Paekãkãriki

early 90s, Julia Bevin trained as

School for three years, during which

as we seek to continually modify our

Come along and meet me at the

systems and processes. Paekãkãriki

Leading a Digital School Conference

a primary school teacher. She

time they have made huge shifts

School is situated in a village, we

where I will be presenting on this

has worked in several NZ primary

in their curriculum, pedagogy and

embrace the philosophy that “it takes

subject along with a session called

schools and has always held onto a

school culture.

SHOWCASES

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apps (most of them are free),

It has the simplicity and ease of

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63 | EDUCATION TECHNOLOGY SOLUTIONS

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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.

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technologies now comprises an

are experienced educators and the

and introduce the building blocks

important STEM learning pathway.

PD course material has a strong

for digital literacy. Founder and

ScopeIT Education’s PD courses

pedagogical backbone. Teachers

offered to teachers who may book

CEO of ScopeIT Education, Frank

assist schools by building the digital

can expect to come away with a

individually, or a school or community

Lucisano says “Schools commonly

literacy of educators, and helping

strategy for bringing their classroom

group. If you would like to know more

tell us that they know how

teachers to establish their own

and school up to speed with today’s

contact ScopeIT Education today

important a digital technologies

digital technologies strategies and

technology, integrate technology into

via 1300 761 254 or visit www.

education is for their students, but

learning pathways.

learning across all classroom subjects

scopeITeducation.edu.au

educationtechnologysolutions.com.au

These one-day workshops are

EDUCATION TECHNOLOGY SOLUTIONS | 64

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