Education Technology Solutions Issue 66

FOR PRINCIPALS | EDUCATORS | NETWORK ADMINISTRATORS

Issue 66 JUN/JUL 2015

The New Digital Technologies Curriculum

Inspiring A New Generation Of Innovators

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CONTENTS

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Cover Story

Digital Learners – Achieving Through Technology The world is becoming increasingly connected and interdependent with an endless supply of information accessible at any time of the day and at any location through global online networks. The widespread availability of online courses, mobile computing devices and the expanding role of social networking tools are altering the way in which students are learning and engaging with new knowledge.

Can the Australian Technologies Curriculum help students meaningfully engage with modern technological challenges and what might schools need to do to prepare for the role out of the new syllabus?

044

Feature

Peer-To-Peer: The Fast Download To School Improvement While peer-to-peer networks are often much maligned for their breeches of copyright in sharing media, another type of peer-to-peer network is making a big impact in schools around the world. Toby Trewin looks at how ICT peer coaching can be an effective method of providing sustained professional development for staff within a school environment.

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Feature

Enabling Powerful Professional Learning Through Technology Bradley Adams Executive Director of the International Boys Schools’ Coalition (IBSC), and Dr Sophie Winlaw editor of CIRCLE’s monthly journal suite, CSM, look at how technology can be used to help improve the performance of teaching staff.

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shaping tomorrow with you EDUCATION TECHNOLOGY SOLUTIONS 09

CONTENTS

66 052

026

Interactive Learning

Mal Lee looks at the role of websites in a school’s growth.

030

Computer Lab

Don’t buy a new touchscreen or interactive display for your school before reading this article.

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Plugged In

Sarah Boyd of Macquarie ICT looks at the importance of getting girls into coding?

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Office Space

Karen Boyes looks at the importance of changing paradigms, and not just furniture, in creating successful modern learning environments.

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Next Step

Dr Shelly Kinash, Ron Kordyban and Sarah Long of Bond University look at some great new technologies for teaching and learning outside.

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Let’s Talk Software

Anthony Speranza takes a deeper look at the new technologies curriculum

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In Tune

We bring you a selection of some of the best free apps around for use in music education.

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Letter from the Editor

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5 Minutes with an ICT Leader

Internationally renowned education technology presenter Tom March looks asks what needs to be done to invent this next era of education?

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Leading a Digital School

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Cyber Chat

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Your Say

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Calendar of Events

082

Tech Stuff

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Teaching Tools

Get Connected

How can you integrate technology with classroom pedagogy to accelerate student learning?

084 Spotlights

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Lifelong Learning

Bev Novak explains how to reinvigorate professional learning programs to inspiring life long learning in educators.

086 Profiles 088

Best of EduTech

096 Noticeboards

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EDITOR’S LETTER EDITOR’S LETTER www.educationtechnologysolutions.com.au EDITORIAL Editor John Bigelow Email: john@interactivemediasolutions.com.au Assistant Editor Scott Patterson Email: spatterson@interactivemediasolutions.com.au Subeditor Helen Sist, Ged McMahon CONTRIBUTORS Tom March, Benjamin Clap, Brett Salakas, Zeina Chalich, Toby Trewin, Scott Patterson, Mal Lee, Guy Monti, Sarah Boyd, Karen Boyes, Anthony Speranza, Shelly Kinash, Ron Kordyban, Sarah Long, Tom March, Bev Novak ADVERTISING Phone: 0435 418 139 Email: spatterson@interactivemediasolutions.com.au Scott Patterson DESIGN & PRODUCTION Phone: 1300 300 552 Email: graphics@interactivemediasolutions.com.au Graphic Designer Jamieson Gross MARKETING AND SUBSCRIPTIONS Phone: 1300 300 552 Email: admin@interactivemediasolutions.com.au $57 AUD per annum inside Australia ACCOUNTS Phone: 1300 300 552 Email: accounts@interactivemediasolutions.com.au PUBLISHER

ABN 56 606 919463 Level 1, 34 Joseph St, Blackburn, Victoria 3130 Phone: 1300 300 552 Fax: 03 8609 1973 Email: enquiries@interactivemediasolutions.com.au Website: www.educationtechnologysolutions.com.au Disclaimer: The publisher takes due care in the preparation of this magazine and takes all reasonable precautions and makes all reasonable effort to ensure the accuracy of material contained in this publication, but is not liable for any mistake, misprint or omission. The publisher does not assume any responsibility or liability for any loss or damage which may result from any inaccuracy or omission in this publication, or from the use of information contained herein. The publisher makes no warranty, express or implied with respect to any of the material contained herein.

The contents of this magazine may not be reproduced in ANY form in whole OR in part without WRITTEN permission from the publisher.

Reproduction includes copying, photocopying, translation or reduced to any electronic medium or machine-readable form.

Written Correspondence To: Level 1, 34 Joseph St, Blackburn, Victoria 3130 Phone: 1300 300 552 Fax: 03 8609 1973 Email: enquiries@interactivemediasolutions.com.au

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With Edutech 2015 just around the corner and the new Australian Digital Technologies curriculum in its final stages, one has to ask, has there ever been a more exciting time to be an educator?

The opportunity to learn about new technologies, how to apply those technologies to emerging problems and how to use a combination of technology and critical thinking skills to innovate is an exciting challenge not just for students but for educators as well.

The traditional notion that the educator is the guardian of knowledge which should be passed down to students has become somewhat out dated and antiquated. Maker spaces, coding, robotics – these things are not like traditional subjects such as English or Geography which have remained largely unchanged for decades. The rapid pace of technological evolution and development means that these new areas of learning change and evolve on a virtually daily basis. Rather than trying to master the subject matter, modern educators need to become experts in guiding enquiry, experimentation and creativity in a manner that will help produce the most effective results.

While this might seem rather ‘airy fairy’ in contrast to traditional educational paradigms, it is important to remember that we cannot even begin to conceive of the kinds of challenges that students will be facing a decade from now. In 2005 smartphones were virtually nonexistent. Now we have watches that can measure our heart rate, read us our emails and text message directly

reality combined with Google glasses type devices to enhance learning.

Imagine teaching in a classroom where assistive technology helps you, as a teacher, better analyse the learning style of each individual student, the way that he or she processes information and the speed at which each student works and then custom tailor work assignments based on the needs and achievements of each student. The more the student learns, the more the assistive systems learn about how the student learns and the better the results become.

The educators role simply becomes to oversee and direct the learning, helping to shape and mould each students journey rather than traditional chalk, talk and entertain model we have used for the last hundred years.

Education is now as much about learning for the educators as it is for the students. There are so many new opportunities to grow, improve, enhance, and develop. Events like Edutech are becoming increasingly important and I would encourage everyone to participate in as many such events as possible. If nothing else, the chance to network with other like minded, passionate educators who want to share ideas and stories and what they are doing often serves as welling spring for amazing new ideas, inspiration and motivation.

To quote one of my most treasured childhood mentors “Always is motion is the future. Hard to see it is.”

However, that does not mean that we cannot do all we can to prepare for it. I hope to see you at Edutech and if you do have the opportunity to

from our smart phones and allow us to make purchases at most stores using our fingerprint as identification.

Just a few years from now, it is entirely possible that we will be using eye tracking technology to see which parts of the screen a student keeps rereading to determine comprehension problems, virtual reality in place of many excursions and augmented

come along, please be sure to drop past and say hello.

Regards,

JOHN BIGELOW Editor-in-Chief

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MINS WITH 5 with 5Mins The Truth About School And Technology | By Tom March – Hobsons Edumate | Two truths are clear. Technology changes rapidly and schools change very slowly.

Having seen what is going on ‘out there’ for the past 20 years, I would like to comment on ‘where we are now’ and what this says about the future.

On the one hand, many schools in the future will look exactly like schools do today because many of today’s schools look exactly like those of 20 years ago. These kinds of schools will tend to be the ones that choose to take one of three approaches to technology: limit it, underutilise it or ignore it. This is not to suggest that schools that choose to limit it are inherently bad or wrong. Some will choose to focus on human interactions and no-tech or low-tech learning.

Done well, this can be superior to schools that use technology poorly.

On the other hand, technology is finally at a place where it can have a positive impact. Only recently have some important factors been realised: real broadband, personal devices and smarter software. Those who have been involved with educational technology for decades only dared to dream of this reality. Now it is here!

The best schools will use technology to empower students to pursue personally meaningful learning challenges that continuously develop students’ ability to know, do and understand increasingly complex and sophisticated things. The greatest change is the influence of technology – sometimes as a disruptor and sometimes as a driver of learning; so it is important to appropriately address the new 1:1/bring-your-own-device/ personalised technology reality. At

its most basic, this means that schools need an easy-to-use online meeting place. Just as educators would not dream of a school without classrooms and learning spaces for its students, once a school opens itself to students with devices, there needs to be an online environment to provide access to rich media and interactive learning experiences.

The exact nature of the learning management system (LMS) or content management system (CMS) is less important than two key things: 1. The kind of learning being offered and taking place – if a school uses the most expensive online space to deliver one-size-fits-all content served out according to the calendar, one has to question the effort and expense. Learning experiences need to take advantage of the rich media, interactive software, collaboration and creation potentials technology makes available. This speaks to the need for an enriched vision of teaching and learning that is apparent at many schools already.

2. Whether the online space is linked to the full cycle of teaching and learning resources and data – in other words, does it provide a ‘closed loop’ curriculum where every teaching unit is driven by a school’s vision and interpretation of required content and standards. These units are also based on a school’s clear and well-understood set of learning principles or pedagogical approaches. Educators are in a golden age of pedagogy where they have a number of robust and evidence-based frameworks to develop richer and more effective student achievement. But it is not enough to simply have great units; a great learning environment

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also includes the delivery of these well-designed units and the results of students’ actual learning. With this flow from vision leading to well-designed units, leading to vibrant delivery and finally student performance, the learning space actually supports closing the loop so that students’ actual performance on learning tasks is the evidence of what is working in the curriculum and what can be revised to fuel an upward spiral of continuous improvement on what matters most to a school – the students’ realisation of its vision.

The Next Era of Education Schools are often responding to the next cool thing or keeping up with technology instead of choosing ICT tools to meet their most important goals and needs; thus the importance of a clear and shared vision across a school’s community. With this in place, much of the dust-collecting technologies sitting idly in schools might have been avoided and the money could have supported a more vital interest of the school. What has not changed is the need for schools to engage in the change management and continuous improvement journey that has transformed many other sectors of society.

A smart use of smart software is the most powerful tool to support this shift to the next era of education – because software can ease repetitious tasks, leverage collaboration to further lighten the workload and improve quality with data analysis tools. Schools that settle for less will invest precious time and staff energy in a solution they will choose to abandon in a few years time. ETS

Unless otherwise expressly stated, the information appearing in this section represents the opinions of the relevant writer and does not represent the views or opinions of Interactive Media Solutions or the other advertisers or contributors to this publication.

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A school DIGITAL SCHOOL leadingLEADING a digital

| By Benjamin Clapp | “Technology has always changed the world, it is about our capacity to help us to do things we do at the time, but it has also expanded our capacity to envisage what might be possible, to be creative.”

Sir Ken Robinson Creativity is the key to the capacity of school leaders to cope with the digital migration that continues to take place in schools across the globe. The capacity of all components of the education sector to reconsider and redefine the face of learning within this new landscape is limited only by the creativity of those who work within the space. Embracing the creative capacity within a school to develop approaches to teaching and learning that are technology enriched is central to leading a digital school.

As an educational leader, I have worked in Primary education across both the international, private and government sectors. Across these sectors, consistently the clearest indicator of a school’s capacity to meet the changing demands of an evolving digital landscape, has been creativity.

Embedded creative approaches result in teams of educators considering new possibilities and reinventing their curriculum. Creativity in the approach to and use of technology also requires a component of reflection. The reflection required to think creatively about how technology is used drives questions around pedagogy, learning intent and contextual relevance. The relationship

Embracing the creative capacity within a school to develop approaches to teaching and learning that are technology enriched is central to leading a digital school. between reflection and creativity in regards to technology spreads across the organisation. Leading a digital school that embraces creative capacity requires an audacious, innovative and entrepreneurial mindset from school leaders.

A culture of creativity is also a far more cost-effective solution to the funding challenges of building a digital school.

Leading a digital school clearly requires a base level of funding; however, the total needed to successfully lead a digital school that embraces technology is far less than one may think. When technology becomes prolific within a

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school, this is done so at great expense.

That expense may or may not be borne directly by the school. However, that over proliferation creates a digital overwhelm that can inhibit creativity. The significant budget constraints associated with leading a government sector school towards the digital future is forcing educators to become more innovative.

Without prolific access to technology, they are forced to ensure that when their students engage with digital mediums, it is in a manner that is redefining their learning.

To emphasise this necessity, Red Hill Consolidated School has incorporated ‘Technology Enriched’ as part of its pedagogical overview. In the school, like many, there is an environment where access is not ubiquitous. This has forced teachers to use technology creatively and to ensure the manner in which technology is used enriches the learning experience. The school’s curriculum has also been redefined to ensure that students actively investigate the behaviours and values required of a responsible digital citizen.

Organisations with high levels of creative capacity are consistently seen to be more agile in relation to their markets and the demands of their consumers. Leaders of digital schools must recognise the power of creativity in moving towards the future. ETS Benjamin Clapp is the assistant principal at Red Hill Consolidated School.

Unless otherwise expressly stated, the information appearing in this section represents the opinions of the relevant writer and does not represent the views or opinions of Interactive Media Solutions or the other advertisers or contributors to this publication.

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C Y CYBER CHAT cyber chat APRIL

| By John Bigelow |

In this issue of the magazine, we have a few interesting articles on the importance of teaching kids to code in schools. When I was initially speaking with the authors about these articles earlier in the year, we felt the articles were important because many of the products we develop and challenges we would face in the future would be heavily reliant on having a workforce of skilled computer coders. It was not until I was fortunate enough to attend the recent 2015 RSA conference in San Francisco that I realised the depth of truth behind this belief.

We often talk about the importance of teaching students about cybersecurity. However, discussions in the K-12 education sector focus on cybersecurity more from the point of view of protecting one’s personal details in an increasingly connected world. What became abundantly clear from the RSA conference is that it is not just students who are perhaps lacking in this regard. In fact, businesses are, in reality, much worse at protecting sensitive data than most of today’s students. Cybercrime is one of the fastest growing areas of crime globally.

During a conversation with Crime and Technology Futurist Marc Goodman, he discussed the rapid proliferation of

‘hackware’, freely available software packages designed specifically to trawl the internet looking for open ports and access points, or weak firewalls that the software can exploit with a view to either installing a selfactivating virus or Trojan. This virus or Trojan will either take over a machine or, more insidiously, sit undetected in the background, recording information such as key strokes, so that it can send passwords and the like back to a third party to either be used or sold off to the highest bidder for exploitation at a later date. The idea that hacking attempts are perpetrated by skilled individuals looking to invade your computer is somewhat antiquated and misleading.

This notion conjures up the picture of a person or persons looking to target you specifically. This in turn gives rise to the standard response, “That will never happen to me; I am just not interesting or rich.”

That is not the point. Attempts to steal information and banking details and the like are automated and have become something of an industry.

As such, the growth of cybercrime is rapidly outstripping our ability to keep up with and protect against cybercrime. In 2013, Kaspersky, one of the largest cybersecurity firms on the

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planet, reported that it was identifying and isolating nearly 200,000 new malware samples every day. Perhaps more troubling is the fact that, in 2012, researchers at Imperva, a Californiabased data security company, along with students at the Technion-Israeli Institute of Technology, decided to test the standard, commercially available antivirus tools. Eighty-two new viruses were collected and run against the threat-detection engines of over forty of the world’s leading antivirus programs from companies such as Symantec, McAfee, Microsoft and Kaspersky Labs.

The initial threat detection rate was only five percent, meaning that 95 percent of the malware test went undetected.

In short, the world desperately needs skilled coders who can help combat the growing tide of cybercrime. If students want a career where their skills will always be in high demand, then look no further than cybersecurity. In fact, according to the report by Burning Glass International Inc., a Boston-based company that uses artificial intelligence to match jobs and job seekers, the demand for cybersecurity experts is growing at 12 times the overall job market, making it one of the most highly sought-after fields not just in the US but around the world. ETS

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yourYOUR saySAY

High-Speed Parent Loop

| By Brett Salakas | As with all areas of school life, and life in general, technology has allowed information exchange and personal connections to occur at a speed previously unparalleled. This has allowed for an explosion of pedagogical development where students are now able to do what earlier generations could not; but one area that has remained relatively untouched is the connection between home and school, which is undoubtedly one of the most important areas to foster.

So what can be done with technology to connect to home better?

IDEA – School Apps School apps come in many varied forms. There are free generic apps that schools can piggyback off or schools can engage developers and have custom-made apps. Last year, while away at school camp, I was able to send push notifications out that kept a healthy flow of information from the camp back to home. This came in very handy when the bus took longer than expected to return.

IDEA – Direct Communication I have spoken with a number of Australian high school teachers in 2015 who are experimenting with apps like ClassDojo to keep contact with their classes outside of the regular, set class

times. They are able to support students working on assignments and give clarity to set tasks, amongst other things.

This was new to me as I had been a long-term user of ClassDojo as a classroom management tool. I had not used the direct connection feature of the app until the start of this school year. As a primary teacher, I used the app to connect with parents and the feedback was amazingly supportive. I am able to contact parents instantly.

I also like that no contact information is exchanged. The parents never know private details of the teacher and all correspondence is done through the app. This feature is a real winner.

IDEA – Live Streaming Parent Info Sessions How many times do schools put on wellrun events to a small group of keen parents? Why not maximise technology and reach a wider parental audience? I have recently established a connection with American author Jena Ball, who runs the Not Perfect Hat Club. This club promotes student resilience and selfworth. We were able to have a Google Hangouts On Air conversation and live stream the discussion about some initiatives that we were trying with my students here in Australia. Parents had pre-emailed in questions and could view the talk on their devices at home.

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Better yet, those parents stuck at work could view the session in their own time later. We will be doing something similar with a maths night shortly.

IDEA – Parents Embracing Pedagogical Change The number of tools, courses, apps and so on that are available online means that parents have a huge selection of tools that they can use with their children at home to support learning in the classroom.

It is great to see programs like Matific that have such quality pedagogical pedigree available at home. Previously, programs like Matific were exclusively available to schools and came at a high price. The proliferation of technology means that parents can now access high-quality resources on their home computers. What a win!

There are of course a thousand other ideas and loads of teachers doing amazing things. We would all love to hear about them too! For those who would like to jump on Twitter and connect and share ideas with passionate educators, join the conversation each Sunday on #aussieED See you online.

ETS

Unless otherwise expressly stated, the information appearing in this section represents the opinions of the relevant writer and does not represent the views or opinions of Interactive Media Solutions or the other advertisers or contributors to this publication.

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EVENTS CALENDAR events calendar

EduTECH 2015 2nd-3rd June, 2015 Brisbane Convention Centre EduTECH is Australasia’s largest annual education technology conference and exhibition. In 2014, EduTECH will host 8 conferences, 8 masterclasses, 5,000+ attendees, an official event dinner for 800 guests, 250+ exhibitors and free seminars for exhibition visitors.

EduTECH is the only event that brings together the entire education and training sector (primary, secondary, tertiary and workplace learning) plus libraries, plus government, plus suppliers...all under one roof.

Why Attend?

EduTECH is the only education event in Australasia to bring you so many delegates, suppliers, and the world-renowned speakers all under one roof. As a delegate, you can choose from one of 8 conferences designed for your role, ensuring you get the most out of your professional development investment. Furthermore, EduTECH is affordable… We know the education sector has limited funds, so we work with industry to subsidise registration costs making this an accessible investment in your learning.

For more information, please visit: www.edutech.net.au

K-12 IT Directors Congress

&

Managers

2nd-3rd June, 2015 Brisbane Convention Centre The K-12 IT Directors and Managers Congress will explore how the changing role of technology in education specifically affects IT Directors and Managers in schools,

featuring leading keynotes, detailed case-studies, powerful panel discussions and a series of hands-on seminars to ‘try before you buy’. Discover how to build, implement and support systems that will bring Australian education into the future.

Find out how you can: • Deliver the technology vision of your school • Support the changing role of technology leadership in education • Harness emerging technologies • Build effective IT governance frameworks • Drive reliability and sustainability into the future • Facilitate community involvement for comprehensive technology strategies • Develop a responsible culture around technology use.

The K-12 IT Directors and Managers Congress is THE place to go if you want to understand what the future of education technology looks like, and what tools you will need to support it.

Who Attends?

The K-12 IT Directors and Managers Congress is intended for anyone in K-12 schools responsible for the resourcing, implementation and support of technology.

Whether it is building a safe and secure multi-campus network, delivering a common user experience across a variety of devices in the BYOD world, or identifying strategies to support the teaching staff in the integration of technology into classrooms, the K-12 IT Directors and Managers Congress will give you both ideas and answers.

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People who attend include: • IT Directors and Managers • CIOs • Network Managers • IT Administrators • IT Technicians • Education IT Consultants • Computer Science Teachers For more information, please visit: www.edutech.net.au

The Digital Education Show Asia 15 - 16 June 2015, Kuala Lumpur Convention Centre (KLCC), Kuala Lumpur (KL), Malaysia The 3rd annual Digital Education Show Asia (DESA) is the premier educational technology industry expo and conference where key stakeholders and decision makers from Asia’s public and private K-12 schools and universities come together to discuss the latest technologies to improve student engagement.

The expo is also a one-stop platform that showcases learning and other education technologies from international and local solution providers.

This is where you, as an educator, can make informed purchasing decisions and a positive impact on your schools.

The Digital Education Show Asia is strongly supported by Ministry of Education Malaysia and Multimedia Development Corporation (MDeC).

The event features three distinct conference tracks covering K-12, tertiary and special education. Speakers include Sugata Mitra , Professor of

It’s time to register for EduTECH!

Congress & Expo 2nd & 3rd June 2015

Masterclasses 4th June 2015

Brisbane Convention & Exhibition Centre

Featuring 4 K-12 Congresses

The Southern Hemisphere’s largest education event and ed-tech expo for the K-12 sector        

4 K-12 Congresses and 8 Masterclasses for: - Principals - Deputy / Assistant Principals - Heads of Curriculum / eLearning - K-12 Teachers - Business Managers - Librarians / Teacher Librarians - IT Directors and Managers - Education Technology Consultants, Suppliers and Providers F  eaturing the biggest names in education: Eric Mazur, Dr Heidi Hayes Jacobs, Valerie Hannon, Dr Larry Johnson and many more!

8  ,000 attendees and 250 speakers 1 giant expo with 250 exhibitors P  rizes & giveaways, TeachMeets, Speaker meet-and-greets and seminars O  ver 60 interactive breakout sessions guarantee practical learning

REGISTER NOW!

www.edutech.net.au

+61 2 8908 8555

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REGULAR APRIL

EVENTS CALENDAR events calendar

Educational Technology, Newcastle University; Simon Breakspear , CEO & Founder, LearnLabs and Justin Bokor, Creator, MWorld & Director, Innovation at Monash University to name just a few.

With 3,000+ attendees, 800 delegates, 100+ exhibitors and 120 speakers from 50 countries, this is an event not to be missed.

about emerging trends in Unified Communications, Digital Signage and and a host of other areas that will affect your school.

Join like-minded professionals in your trade at exclusive networking events

For more information visit www.terrapinn. com/exhibition/digital-education-showasia

Leading a Digital Conference 2015

Integrate 2015 25-27 August 2015 Melbourne Exhibition & Convention Centre Integrate is Australia’s largest industry event for leaders and professionals in AV and Systems Integration. Partnering with InfoComm International and CEDIA, it is the leading industry forum that brings together more than 5,000 visitors.

The Future Trend Talks seminar series in 2015 offers delegates an opportunity to learn about global trends, the future of industry and best practice case studies from local and international thoughtleaders.

Why Attend?

Sample and source products from over 550 brands from Australian and international distributors and resellers Network with over 5,000 industry professionals, the largest gathering of AV, IT, and Systems Integration leaders and technicians in Australia Receive globally recognised and accredited training from InfoComm and CEDIA Learn from international speakers

School

digital classrooms, digital schools Thursday 20, Friday 21 and Saturday 22 August 2015 Crown Conference Centre, Melbourne Flipping

Leading a Digital School 2015 is a digital education technology conference that examines 3 mega themes in depth. It is tightly focussed professional development for school leaders and classroom teachers (K-12). Wherever you are on the continuum of these 3 mega themes, you will find this conference invaluable. You may be thinking of implementing the themes in your school, you may have just started, you may be a long way down the path, or you may wish to propose alternative points of view and contribute to the debate around these topics.

Attend 7 high profile expert keynote addresses over 3 days. Hear from: • Jill Hobson (BYOT) • Mal Lee and Martin Levins (BYOT) • Jon Bergmann (Flipping Learning • Phil Stubbs (Flipping Learning) • Lee Crockett (Change Now) • Will Richardson (Change Now)

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FlipCon Australia 2015 23 - 24 October, 2015 Saint Stephen’s College, Coomera QLD

For more information, visit: integrate-expo.com

3 Mega Themes; BYOT, Learning and Change Now

Take a look at the comprehensive program, download the brochure, check out the costs and find further information at www. iwb.net.au/digital

Internationally renowned FlipCon is coming to Australia with the launch of the inaugural Flipcon Australia 2015 - a National Conference embracing Flipped Learning for emerging and established flipped educators. No prior experience in flipping your class or school is needed. Keynotes will be delivered

by Flipped Learning Pioneers Aaron Sams and Jon Bergmann. Concurrent workshops will be held: • Technology and How To Tips • Going Beyond to Deeper Learning • Running a Flipped Classroom • Subject Networking Panel discussions, a Welcome Reception and optional evening social event will also be scheduled.

The conference will be held at Saint Stephen’s College, Coomera Queensland on Friday 23 and Saturday 24 October 2015.

On Thursday 22 October you can attend the optional Pre-conference workshops (full day) or a half day Boot Camp for beginners.

Take a look at the program, download the brochure, check out the costs and find further information at: ereg.me/FlipConAUS15

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Role Of Websites In School Growth

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| By Mal Lee | Websites are a critical element in the ongoing growth and evolution of digital schools.

A recent school consultancy experience with an education authority that unilaterally controlled and limited the use of each school’s website underscored the fundamental and accelerating importance of the school’s website in facilitating and shaping each school’s growth, evolution and, vitally, the desired ecology.

While the school concerned had put in place all the requisite digital technology, the apposite bandwidth and wireless network, the digital presentation facilities in every teaching room and opened the way for bring your own technology, the school had been denied use of the unique website and digital communication suite imperative to creating the distinct, digitally based, tightly integrated school ecology that would facilitate and support the school’s digital normalisation and the continued provision of the desired 21st century education.

By virtue of the central office’s ‘ICT expert’s’ limited appreciation of the critical role of the website in digitally based organisations, and the school’s lack of control over a key and increasingly important educational and administrative tool, the school, like all its confrères in that authority, was: • shackled in its quest to operate as a digital school and create an apposite 24/7/365 networked school community and thereby blocked from fostering the unique ecology and culture of the school and providing the evermore sophisticated web-based learning and teaching opportunities • unable to create a teaching and learning culture that was digitally based, socially networked and which encouraged and supported all the teachers to naturally use digital in their everyday teaching (the teaching remained predominantly paper-based) • prevented from establishing a unique online and digital presence and relationship with its community • stymied from using its well-equipped

digital classrooms as digital teaching hubs, curtailing each teacher’s and student’s access to and use of the networked world • blocked from designing the client experience from the outside in • prevented from providing the online and cloud-based educational, administrative, financial, communication and evaluation services expected from a clientele and society that has normalised the everyday use of digital technology • prevented from using the school’s website and the associated highly efficient, inexpensive and multi-way digital communications suite to simultaneously provide up-to-date information, ready insight into the school’s everyday workings, automatic school marketing, immediate accountability and instant client feedback • stopped from achieving the very considerable and growing efficiencies, economies, enhanced effectiveness and synergies possible with fully integrated digital and networked operations • obliged to waste considerable scarce money • constrained from pooling its resources with those of its homes and the wider networked community, and so adding to the teaching riches of the school.

In brief, the one seemingly trivial central ‘control over’ action, over a resource that costs probably less than one computer, has markedly impaired the capacity of all schools within the education authority to grow, evolve, normalise the digital technology and vitally compete on a level footing with the region’s nongovernment schools.

While fortunately this strong, wholeof-education authority control of school websites is rare in 2015, the signs are that most schools or indeed education authorities do not appear to appreciate how important and how central the website is to the school’s growth and evolution. Immense attention is given and resources allocated to the technology, but little is accorded the website.

Research (Lee & Broadie, 2014a and Lee & Broadie, 2014b) highlights the

imperative for all schools to factor into their plans the design and development of a school website – and an associated digital communications suite – that facilitates, supports and stimulates the realisation of the desired school ecology, and which vitally will continue to assist the total school’s evolution when digital normalisation is achieved.

The lessons of the pathfinder schools in the US, UK, NZ and Australia (Lee & Broadie, 2014a) reveal that each school needs prime operational responsibility for its own growth, control over all the key variables impacting that growth and that the school’s website is as critical to the school’s growth, evolution and viability as are the websites of all other digitally based and networked organisations.

Every one of the schools that had normalised or nearly normalised the use of digital had a school website and an associated digital communications suite central to the school’s everyday operations. They were two of the 46 key variables (Lee & Broadie, 2014) that all the schools successfully addressed in their evolutionary journey. They are as critical to their total operations as are those of an Amazon, Apple, Coles, an airline, a university or the tax office.

Examination of the sites of any of the pathfinder schools or any of the organisations mentioned provides an appreciation that they are increasingly sophisticated, unique and constantly evolving facilities integrally linked to the organisation’s mission and everyday operations.

Westerman, Bonnet and McAfee (2014:44) in their seminal analysis of digital transformation in the business world not surprisingly noted, “…customers do not separate their online experiences from their physical experiences”. Moreover, they underscore a “…compelling (digital) customer experience is the key pillar to digital transformation”.

Websites are most assuredly not the simple, largely static, one-size-fits-all solution promoted by many educational bureaucrats, nor indeed even the beautiful online marketing brochures

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interactivelearning

favoured by many schools. Rather, As the school evolves, as new offerings they are working websites integral to become available and the old are the organisation’s total, ever-evolving superseded, as the school each day 24/7/365 operations. uses the suite in its teaching, learning In every instance, the actual website and documenting the school’s life, and serves as the carrier of a suite of evolving, as the many members of the school’s evermore sophisticated services, referred community daily contribute to its vitality, to as the digital communications suite so that suite of offerings will be refined for want of a term. Within Collaboration and evolve. in Learning; transcending the classroom This is a living, breathing, integral but walls (Lee & Ward, 2013), the authors unique part of each school’s changing observed, “Your school will need an ecology that needs to be shaped by the integrated multi-faceted, multi-way school’s community, for use in a distinct suite of digital communication and situation at a given stage in the school’s collaboration facilities that allows the evolutionary journey and most assuredly school to seamlessly, inexpensively and not by some external ‘expert’. efficiently liaise with all its members and Tellingly, in a world where society has the wider networked world. That is not normalised the use of the digital, the necessarily as complex – or expensive – as school website increasingly provides a it sounds. Think about what is readily in use powerful, succinct insight into the school’s outside schools and use that. evolutionary position (Lee, 2013) and “The actual form of the suite will increasingly serves as one of the main vary with the school size and finances sources of information for prospective available but it will invariably include an parents seeking out a school for their integrating website, blogs, wikis, possibly children. It is a core marketing facility RSS feeds, Twitter and Facebook access, that remarkably looks after itself without email communication with every parent any real aid from marketing personnel. and interested grandparent, carer, Significantly, as schools move along the community member and organisation, school evolutionary stages continuum and regular interactive multimedia (Lee & Broadie, 2014), the schools communiqués with those interested in the increasingly open their daily workings for school’s operations.” scrutiny, lowering the school walls One is looking at to allow all interested to view the following their work and thinking.

Personalised communiqués type of It makes it very easy e-newsletter Parent scenario: for prospective blog parents – the Class blogs/ wikis

Schools contacts

Online Teaching Online administration

School website Learning platform

School policies Student reports

Current information School activities

Online surveys

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Working websites that strongly impact the total workings and growth of digitally based schools are also becoming a powerful variable in a school’s continued viability.

customers – to readily secure an insight into the actual workings of the total school and not have to rely on an online brochure that provides a filtered and often artificial view of the school.

In brief, working websites that strongly impact the total workings and growth of digitally based schools are also becoming a powerful variable in a school’s continued viability, with the Net Generation digitally empowered parents increasingly choosing, by way of the website, those schools they believe will provide their children the apposite 21st century schooling.

It is most assuredly time for all schools, education authorities and indeed governments to appreciate the critical importance of each school’s web services in the school’s overall growth, evolution and viability, and for the external education support agencies to support and not impair, as they now do, the school’s evolution.

It is particularly important that all principals appreciate the core role of the school’s web presence and take responsibility of this instrument in their daily shaping of the desired school ecology. ETS Mal Lee is a former director of schools, secondary college principal, technology company director and now, author and educational consultant. He has written extensively on the impact of technology and the evolution of schooling.

For a full list of the bibliography contact: info@interactivemediasolutions.com.au

PARALLELS SOLUTIONS FOR EDUCATION

FROM THE INDUSTRY LEADER IN MAKING WINDOWS AND MAC WORK TOGETHER—SEAMLESSLY

Parallels Desktop® for Mac Business Edition The simplest, easiest way to bring Windows applications to Mac at your school or institution.

Parallels® Mac Management for Microsoft® SCCM Best way to discover, enroll, and manage Mac computers the same way you do PCs. parallels.com/business © 2015 Parallels IP Holdings GmbH. All rights reserved.

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Welcome To The Future Touchscreens In Classrooms

| By Guy Monty | The launch of the iPhone in 2007 propelled the smartphone out of the business devices market and into the world of consumer electronics. The overnight success and explosive uptake of the iPhone also meant that touch-based gestural devices, a form of technology which had, to that point, been struggling to find mainstream acceptance, was suddenly hailed as the next evolutionary step in human–computer interaction. Fast-forward to 2015 and most readers would agree that touchscreen technology has become one of the most ubiquitous technologies in use today.

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Touchscreens have exponentially enriched people’s personal and professional lives in ways that were once unimaginable.

Beyond smartphones and tablet devices, this intuitive technology is enjoying considerable success as the focal point of modern collaborative classrooms.

Most ICT managers and tech-savvy principals have come to understand the benefits this type of technology can bring to the classroom. In fact, many education experts believe that large-format touchscreens will ultimately supersede interactive whiteboards (IWBs). The only

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impediment to the widespread adoption of touchscreen displays seems to have been the fact that, until recently, few of the major brands had products available at a price point that would meet the requirements of school budgets. However, this appears to be changing.

To that end, with a host of new products hitting the market, it would seem to be the opportune time to explore the key benefits of touchscreens in more detail.

Software Agnostic Teachers have the freedom to choose their preferred software applications to support classroom learning and specific tasks rather than being locked into using productspecific software. For schools operating on Windows, it is worth exploring the multitude of apps that complement the curriculum. There is also software available to help teachers, for example, share lesson plans and other materials across different platforms.

Increased Student Engagement Teachers are moving beyond a focus on content delivery and further towards collaborative lessons to engage students and encourage active participation within the classroom. Given that today’s students are completely at home with interactivity and touchscreen technology and its use is second nature to them, touchscreens help to facilitate these goals.

Screens can be operated with a finger or stylus, allowing students to easily navigate applications, edit digital content, make annotations, brainstorm, give presentations, manipulate images and trigger multi-media content. Participation is further enhanced by the multi-touch capacity, whereby multiple students can operate a touchscreen at the one time, interacting with multi-sensory digital content (and each other) in ways that were not possible until now.

Easy to Use To start using the touchscreen, users simply turn on the panel, connect USB and HDMI cables to any laptop or PC using Windows 7 or above and the screen is instantly ready for action. Having pre-installed drivers on Macs will provide the same seamless plug-andplay experience.

Many models also feature options to allow PCs to be installed within them, either by using a slot-style PC compliant with Intel’s open pluggable standard (OPS) – or a similar proprietary system – or by inserting a mini-PC into a designated cover in the back. The great thing with most touchscreens is that they can grow with a school’s needs and budget as options can easily be installed at any time, which simplifies future PC upgrades.

Platform Independent Many schools have diverse ICT needs and consequently operate on more than one platform and/or operating system.

Touchscreens are compatible with both PCs and Macs, although Mac users need to download drivers to enable single-touch operation. Increasingly more brands are releasing drivers that replicate the use of Mac trackpads, which maintains the intuitive nature of using touchscreens and decreases training required when implementing a new technology.

In terms of operating systems, mainstream touchscreens support Windows (7 or above), while some models also operate with Chrome and Linux. For schools using Windows, Windows 8 and the upcoming Windows 10 have been designed specifically with touchscreens in mind, which will further enhance the user experience.

Flexibility Touchscreens have integrated speakers, which are normally more than ample for the average classroom environment. They also produce bright, colour-rich images ideal for high-resolution video. Adding a web camera turns the screen into a low-cost videoconferencing unit, which, for example, allows collaboration between schools or enables teachers to reach remote students.

Touchscreens also work well in a portable capacity, which may be an advantage for schools with a limited technology budget.

There are many mobile touchscreen systems on the market, varying from fixed height to height-adjustable models, with some able to transform into a table mode configuration.

Reliability The average touchscreen is rated for a minimum of 50,000 hours of use, making it a cost-effective solution for many schools.

The technology is robust and dependable, especially when a major brand screen is

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purchased. Touchscreens from leading brands are generally designed for heavy usage, such as those seen in airports, hotels, hospitals and upmarket retail outlets. Many models even include a warranty that allows for 24/7 operation as a testament to their reliability.

Future Proof Touchscreens use full high definition (1080p) and ultra high definition (4K) resolutions.

To put this in context, full high definition provides an increase of over 65 percent more pixels over the typical resolution of IWBs. 4K resolution is still considered several years from mainstream acceptance, especially in a classroom environment where 1080p resolution is already a quantum leap forward. There is also no technology, even in its infancy, being considered as a future competitor at this stage.

The first IWB was released in 1991 and has not changed in any significant way since. Some IWB vendors have already stopped or considerably scaled back their manufacturing and it is only a matter of time before all IWB production ceases. On the other hand, manufacturers are committed to the large-format touchscreen market, allocating considerable research and development resources. This gives schools the option of accessing the technology they want from brands they know and trust.

Many forward-thinking schools are transitioning to this technology because they recognise that touchscreens provide a vastly improved user experience and access to tools that better support classroom learning, with little to no training required. Furthermore, they will be hard-pressed to find a need to upgrade the screens for years to come. ETS

Guy Monty is a veteran of touchscreen technology, having supplied integrated flat panels since 2011. As a passionate touchscreen evangelist, he now helms a multi-brand touchscreen company called The Future Tech Co., where expert consultation is at the heart of the business.

He can be contacted via email at hello@ thefuturetech.co or on 02 9227 8600.

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u

a

ning Envir on ear L l m LMS

Portal

Intranet

Technology to transform K–12 schools Enhance learning, collaboration and communication at your school with Schoolbox Schoolbox is a virtual learning environment (VLE) for K-12 schools.

It’s a unique all-in-one learning management system (LMS), portal and intranet.

Schoolbox is self or cloud hosted, integrated, flexible and secure.

Try it for free www.schoolbox.com.au

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Getting Girls Into Coding | By Sarah Boyd | Women are missing from the technology landscape in Australia.

According to a 2013 Australian workforce study, they occupy less than 20 percent of positions in the majority of ICT occupations (Australian Workforce and Productivity Agency, 2013). It is no different in the US where Google and LinkedIn both have only 17 percent of their technical employees women, with Facebook having just 15 percent. This situation is not improving. Figures from the Department of Education show just over one in four domestic IT enrolments were female in 2001, but by 2013 girls made up fewer than one in five tertiary IT students.

Why are Girls Needed?

Some people might say, so what? Why is there a need for girls to learn coding and grow up to work in ICT? There is a predicted shortage of ICT workers in the future and engaging girls makes sense. Google, Facebook and LinkedIn all agree and are putting real money into attracting girls into technology. Google is funding programs to the tune of $50 million around the US and worldwide to engage girls in science, technology, engineering and maths (STEM). Facebook and LinkedIn have just launched a collaborative

initiative involving mentoring and support programs at colleges to get more women involved in studying engineering and computer science. There are other advantages to more women working in technology. The diversity brought to the workplace by women improves productivity and ultimately the bottom line, according to a workplace study by Massachusetts Institute of Technology (MIT, 2014).

Some people say that girls are not interested in coding and technology, so why should they be pushed into it. However, this cannot be true; women gamers are now a bigger group than teenage boys and so surely it makes sense for more women to be designing and building the games they play.

When to Start The answer to encouraging girls into technology careers lies in introducing coding and computer science ways of thinking in primary school. Research has shown that the earlier girls get involved in technology, the more likely they are to stay engaged. In the new Australian Digital Technologies curriculum, computational thinking is introduced in years K-2 and visual programming in Years EDUCATION TECHNOLOGY SOLUTIONS 035

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3 and 4. Computational thinking is a set of problem-solving skills and techniques that computer scientists use when they write code. Visual programming is a simplified form of coding which uses visual blocks that ‘snap’ together.

How to Start For teachers who have never heard of computational thinking or visual programming, do not despair. There is plenty of help out there and it is not even necessary to have computers or iPads in the classroom to get started. There are a set of excellent free resources for ‘unplugged’ computer science at csunplugged.org that include games and activities using playing cards. There are more unplugged activities

The diversity brought to the workplace by women improves productivity and ultimately the bottom line. on the Code.org website (code.org/learn).

Code.org is also an excellent website for teachers; it has hours of lessons ready to go for primary and high school teachers.

As well as being a website, Code.org is an American non-profit organisation that is dedicated to expanding participation in computer science and has lots of great promotional videos encouraging students to take up coding.

For teaching younger students visual programming, Blockly Games, Tynker Games and Scratch Jr are a great place to start. Blockly Games (blockly-games. appspot.com) is managed by Google and is similar to Tynker Games (https://www. tynker.com/hour-of-code/); they are both websites with games that teach simple programming concepts. Scratch Jr (http:// www.scratchjr.org/teach.html) is a free iPad app that is a junior version of Scratch.

Scratch (scratch.mit.edu) is a programming environment developed by MIT that can be downloaded or used on the web. It is also free and is sophisticated enough to challenge the most advanced Stage 3 students. There is a whole community of

resources for Scratch and it is easy to find good lesson plans that integrate Scratch into the classroom. See http://scratched. gse.harvard.edu/ to get started.

Robotics is another way to engage students in coding and is not just for boys.

The author runs workshops regularly with mixed classes ranging in ages from 6 to 16 and the girls are just as engaged as the boys. The LEGO EV3 robot is great for older primary kids, while the LEGO Wedo robot works well for Stages 1 and 2. LEGO robots do require some investment, so it might be worthwhile checking out the new addition to the market, the Australian-designed Edison robot (meetedison.com) which is also compatible with LEGO pieces but considerably cheaper.

Fitting Coding into the Curriculum An obvious question many primary teachers will have is, “How do I fit coding into my already packed timetable?” It is best to integrate it into something that is already being done in the classroom.

MacICT runs a professional learning course showing teachers how to integrate coding across the curriculum. Some examples include: • Robotics and maths – using robots, teachers can combine coding with teaching mathematical concepts such as estimation, measurement and decimal numbers.

• Robotics and science – there are many simple physical principles that can be illustrated using robotics, such as forces, sensors, speed, distance, sound, gears and levers.

• Scratch Jr and storytelling – Scratch Jr is set up so teachers can choose settings, characters and assign actions to characters in stories.

• Scratch and music – students can program their own music using Scratch.

• Scratch and art – students can design characters, scenes and animations in Scratch.

It is Different for Girls There is a lot of research to help teachers who really want to succeed in engaging girls in coding. The main findings are: • Girls like collaborative work (Denner & Werner 2009).

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•

•

•

•

Girls prefer to use coding to achieve something they are interested in rather than just for its own sake (Liston, Peterson & Ragan, 2008).

The physical environment is important to girls (for example, Star Wars posters in the computer lab) (Girl Scout).

Girls rate their ability lower than boys even if it is the same and improving girls’ beliefs about their ability could alter their choice and performance (Hill et al, 2010).

Girls respond well to specific positive feedback (Blackwell, Trzesniewski & Dweck, 2007).

Girls respond well to positive female role models and field trips (Halpern et al, 2007).

Teachers should try to keep these factors in mind when they are planning their units of work so that both boys and girls will be successful and engaged. They should look at the physical layout of the computer labs at school and consider the types of projects they are designing. Focus needs to be on giving girls specific feedback and providing positive female role models. For teachers that need inspiration, there are several websites devoted to getting girls into coding, such as Google’s https://www. madewithcode.com/, Girlswhocode.com, girldevelopit.com and codefirstgirls.org.uk.

The important thing is for teachers to just get coding and make sure they take the girls along with them. ETS

Sarah Boyd is a STEM Educator with practical industry experience in software and engineering. Sarah is currently a facilitator at MacICT where she teaches Lego Robotics to primary and high school students as well as helping to develop new courses related to programming, game design, microcontrollers and the Maker movement.

For a full list of references, email info@ mediasolutions.com.au

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Digital Learners – Achieving Through Technology | By Zeina Chalich | Advances in technology have led to changes in the way people communicate, create, collaborate, solve problems and consume content. The increasing prevalence of technology has disrupted the way they work, play and learn.

The world is becoming increasingly connected and interdependent with an endless supply of information accessible at any time of the day and at any location through global online networks. The widespread availability of online courses, mobile computing devices and the expanding role of social networking tools is altering the way in which students are learning and engaging with new knowledge. Digital age learners are creating, collaborating and connecting with like-minded peers online, outside of school. These learners are ‘wired’ differently as a result of the experiential learning that is taking place outside of school. The learning styles of the active, digital learner conflict with the traditional teaching styles and preferences. Teachers are no longer the guardians of knowledge for these students and can no longer ignore the role that digital technologies play in empowering learners. Schools need to provide authentic opportunities for students to learn about contemporary and emerging technologies that shape the world in which they live. Educators need to encourage students to apply their knowledge and practical skills and processes when using technologies and other resources to create innovative solutions, independently and collaboratively, that meet current and future needs. Critical thinking, problem solving, collaboration, agility, creativity, data analysis, effective communication and entrepreneurship are part of the ‘innovator’ skill set that students need for future careers, continuous learning and citizenship in this digitalised world. The challenge for schools is to acknowledge these societal changes and embrace them in order to support innovation and inspire students to learn and, ultimately, achieve.

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Technologies Curriculum The Australian Curriculum: Technologies has been developed in response to this changing educational landscape. The practical nature of the Technologies learning area engages students in critical and creative thinking, including understanding interrelationships in systems when solving complex problems.

A systematic approach to problemsolving, experimentation, prototyping and evaluation instils in students the value of planning and reviewing processes to realise ideas in authentic contexts.

The Australian Curriculum: Technologies describes two distinct but related compulsory subjects that students will study from Foundation (Kindergarten) to the end of Year 8: •● Design and Technologies, in which students use design thinking and technologies to generate and produce designed solutions for authentic needs and opportunities.

•● Digital Technologies, in which students use computational thinking and information systems to define, design and implement digital solutions.

The knowledge, understanding and skills in each subject are presented through two related strands: •● Knowledge and understanding •● Processes and production skills.

The overarching idea of the Technologies curriculum is to create preferred futures.

The Technologies curriculum provides students with opportunities to consider how solutions that are created now will be used in the future. Students will identify the possible benefits and risks of creating solutions and evaluate their impact, giving consideration to economic viability and environmental sustainability.

Key ideas from the Technologies curriculum that teachers may already by familiar with include project management, systems thinking, design thinking and computational thinking. The ICT capability is also addressed through the Digital Technologies learning area.

The Digital Technologies more specifically aims to develop the knowledge, understanding and skills to ensure that, individually and collaboratively, students: •● design, create and evaluate sustainable and innovative digital solutions •● use computational thinking and the key concepts of abstraction to create digital solutions •● use digital systems to automate and communicate the transformation of data into information and to creatively communicate ideas •● apply protocols and legal practices that support safe, ethical and respectful communications •● apply systems thinking about information systems and predict the impact of these systems on society, economy and the environment.

Essentially, Digital Technologies provides students with authentic learning challenges that foster curiosity, confidence, persistence, innovation, creativity, respect and collaboration.

These are essential when learning to make sense of complex ideas and relationships and using or developing information systems. Design thinking is the process

Challenges In the current educational climate of curriculum transition there will be many challenges that schools will face when looking to implement the Digital Technologies. At present, the curriculum is not officially endorsed in NSW and is under review by the government. Some states have already started unpacking the content and made plans for its implementation. Some challenges that schools may face include: •● Where will this learning ‘fit’ in an already crowded curriculum?

•● With the current shortage in computer science educators, who will lead and teach this learning area?

•● What preparation will teachers need to make to implement this?

•● What professional learning support is available for teachers?

• What suitable resources are available for students ranging from K-8?

•● How will schools with limited digital resources implement this effectively?

•● What will assessment and reporting look like?

•● Will universities be exploring this with the pre-service teachers before they enter the classroom?

Schools need to provide authentic opportunities for students to learn about contemporary and emerging technologies that shape the world in which they live. students will use to develop solutions and new knowledge. Digital Technologies helps students to actively and ethically communicate and collaborate with local and global learners. The subject areas of Science, Technology, Engineering, Art and Maths (STEAM) are a great way to explore the implementation of the Digital Technologies and lend themselves well to integration opportunities.

040 EDUCATION TECHNOLOGY SOLUTIONS

Practical Ways to get Started With the review underway, the mandatory implementation date is still undecided, so there is plenty of time for teachers to familiarise themselves with the curriculum and tinker with some key content areas.

Teachers do not have to be ‘computer science’ trained to do this or have anything more than a good Internet connection to get started. There are ample resources

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available online to facilitate parts of this learning for students, especially in the area of design thinking, computational thinking and project management.

Just last September, coding (which develops computational thinking skills) was implemented as part of the computing programs of study in the new national curriculum in England. Coding is now taught in primary and secondary schools across England to children between the ages of five and 16. Within the new curriculum, computer science is treated as a foundational discipline that every child must know, much like maths or physics. As well as helping children to develop problem-solving skills and better understand the world around them, those responsible for putting it together believe that the eventual outcome of the new programs of study will significantly benefit the economy. The aim is to transform children from consumers of technology into developers, equipped with an understanding of how the apps they use and the websites they visit actually work.

In classrooms all around Australia, teachers are providing opportunities for their students as young as five years old to try coding as part of maths lessons or in their Maker Space. Teachers do not have to ‘teach’ coding, as most resources come with tutorials and demonstration videos and, from experience, students prefer figuring it out amongst themselves rather than watching their teacher struggle with it! Here is a list of some resources to get started: • Kodable • Tynker • Cato’s Hike • Daisy the Dinosaur • Cargo Bot • Hopscoth • Code Academy • Scratch • Scratch Jnr • Made with Code • Code.org Design thinking is a process harnessed in the creative industries, particularly in product and service design. According to

the team from Notosh, design thinking can be a powerful vehicle for deeper learning of content, more divergent thinking and building the thinking skills capacity of learners. Key to its success in learning is that it provides the platform for learners to become problem finders. In schools, Notosh use design thinking as a framework onto which teachers may hang specific thinking skills to achieve specific learning tasks. The thinking skills are those identified

collaboration and communication skills.

Australia needs enterprising individuals who can make discerning decisions about the development and use of technologies and who can independently and collaboratively develop solutions to complex challenges and contribute to sustainable patterns of living. The economy and future job market depends on this to remain globally competitive.

Educators need to work towards nurturing

Educators need to encourage students to apply their knowledge and practical skills and processes when using technologies and other resources to create innovative solutions, independently and collaboratively, that meet current and future needs.

by ongoing education research as having a more-than-average impact on student learning and outcomes. Visit the Notosh website to view the process in action and to access a range of ready-to-use thinking strategies and ideas. For those who are super keen, check out their Design Thinking: A Full 90-minute Challenge For Schools at http://bit.ly/1ySRUxY Project management has the similar DNA of project-based learning – a dynamic classroom approach in which students actively explore real-world problems and challenges whilst acquiring deeper knowledge. Teachers can provide opportunities for their students to engage in authentic learning tasks using realworld applications like Google Apps for Education. Develop success criteria with them when explaining the project, giving consideration to things like planning, organisation of resources, financial budgets, risk assessments, quality control,

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an ‘innovation generation’ where students are encouraged to ask more questions than give answers, to seek new problems and create original solutions to existing problems. Teachers need to disrupt the industrial-style model of education and truly cater for the diverse learning needs of students in a way that is meaningful to them – to create more and consume less using technology. The Australian Curriculum: Technologies is a great way to start the conversation about how this might be done. ETS Zeina Chalich is the Leader of Learning and Innovation at a primary school in Sydney and an #aussieED twitter chat moderator. She is passionate about digital pedagogy, student choice and creative thinking. Zeina is currently exploring the new Digital and Design Technologies Curriculum in a Maker Space. Follow her on Twitter @ZeinaChalich

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feature 044 EDUCATION TECHNOLOGY SOLUTIONS

Peer-To-Peer: The Fast Download To School Improvement | By Toby Trewin | While peer-to-peer networks are often much maligned for their breeches of copyright in sharing media, another type of peer-to-peer network is making a big impact in schools around the world. Peer coaching is becoming widespread in many business and industry areas, with its personalised, tailored approach reaping rewards for its improved output for staff. This professional development advantage is now being realised within educational circles with a particular focus on the gains to be made from ICT peer coaching for the benefit of teaching staff. ICT peer coaching is a relatively new and effective method of providing sustained professional development for staff within a school environment, with research showing this methodology can have the greatest impact on what happens in classrooms.

Utilising the process of peer coaching to provide professional growth within the context of ICT has seen numerous benefits for both teachers and their students and, as a consequence, the improvement of the school’s performance. With ICT capability now a requirement to be integrated within all school subjects through the delivery of the Australian Curriculum (Australiancurriculum.edu.au, 2014), a strong demand has been

EDUCATION TECHNOLOGY SOLUTIONS 045

feature created to successfully train teachers in this new and evolving discipline, and subsequently provide an engaging and relevant course of study for students.

ICT peer coaching is a modern, ongoing method of implementing training for teachers to integrate 21st century learning for the benefit of their students.

This service was previously conducted via instructor-centered, after-school workshops, which have been proven to be ineffective, changing teacher classroom behaviour less than 15 percent of the time (Showers, B. & Joyce, B. 1994).

With time often the prime constraint in hindering professional growth, peer coaching provides continuous, collaborative and on-campus learning to solve common problems and challenges that teachers face in their workplace (Darling-Hammond, L., 2009). In a study of the world’s top-performing school systems, Barber and Mourshed (2007:29) described peer coaches as those who are trained in how to coach others, “… enter classrooms to observe teachers, give feedback, model instruction, and share in planning”. Systemic change and student achievement gains are seen to be produced by providing educators with structured opportunities to learn from one another (Fullan, 2001). This enables the opportunity to learn from one another on a sustained, ongoing basis. Peer coaching incorporates a collaborative and reflective learning methodology that changes teachers’ classroom practice more than 85 percent of the time (Showers & Joyce, 1994). Coaching involves a sustained, collaborative professional learning methodology that affects student achievement.

This table was adapted from the research of Showers and Joyce on the impact of professional development.

With national changes to school curriculum placing a renewed importance on the integration of ICT for students of all ages, ICT peer coaching becomes a valuable addition to a school’s professional development strategic plan.

The Melbourne Declaration on the Educational Goals

Type of Training

Knowledge Mastery

Skill Acquisition

Classroom Application

Theory

85%

15%

5–10%

Practice

85%

80%

10–15%

Coaching, study teams, peer visits

90%

90%

80–90%

This table was adapted from the research of Showers and Joyce on the impact of professional development.

for Young Australians (MCEETYA 2008) recognised that in a digital age, and with rapid and continuing changes in the ways that people share, use, develop and communicate with ICT, young people need to be highly skilled in its use.

To participate in a knowledge-based economy and to be empowered within a technologically sophisticated society now and into the future, students need the knowledge, skills and confidence to make ICT work for them at school, at home, at work and in their communities.

This influence has been compounded by the implementation of the Australian Curriculum where students are required to develop ICT capability as they learn to use ICT effectively and appropriately to access, create and communicate information and ideas, solve problems and work collaboratively in all learning areas at school and in their lives beyond school (Australiancurriculum.edu.au, 2014).

Teaching staff are often under constant time restraints, and restrictive access to meaningful and targeted professional development combine to limit the required integration of technology into the classroom. Peer coaching provides coaches with a scalable and sustainable tool kit, including high-level communication skills such as active listening, paraphrasing, pausing, clarifying questions and probing questions to effectively collaborate with teachers and subsequently improve the classroom experience for students by incorporating learning technologies to enhance deep understanding.

For a silver bullet solution to improve the teaching and learning in a school,

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consider peer coaching, a proven transformational process of improving learning for teachers and in turn their students, providing substantial gains in delivering a modern curriculum with integrated ICT for enhanced student understanding in a relevant context. ETS The Microsoft ICT Peer Coaching Course is available from the following training providers: Design / Learn / Empower www.dle.net. au and Expanding Learning Horizons www.expandinglearninghorizons.com.au Toby Trewin, M.Ed. is an Education Technology Specialist at Hale School, Perth, Western Australia, integrating innovative and effective technology in the classroom for staff and students.

Toby’s recent achievements include selection as a Microsoft Innovative Education Expert Educator for utilising various technologies to engage students and peers in innovative ways to positively impact learning. In addition to this recent achievement, Toby was awarded as a Microsoft Innovative Teacher, delivered sessional lecturing at the University of Western Australia, provided course writing and panel membership at the School Curriculum and Standards Authority, became a qualified Microsoft ICT peer coaching facilitator, and has presented at numerous educational conferences. If you would like to contact Toby, please send him an email at: tct@hale.wa.edu.au For a full list of references, email: info@interactivemediasolutions.com.au

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officespace 048 EDUCATION TECHNOLOGY SOLUTIONS

Modern Learning Environments – The Underlying Philosophy To Success

EDUCATION TECHNOLOGY SOLUTIONS 049

officespace | By Karen Tui Boyes | Modern Learning Environments (MLE) are all the talk in educational circles right now.

Schools around the world are knocking out walls and creating bright, stimulating classrooms with multi-purpose furniture and giving students access to technology.

On the surface it looks fantastic, however, without a big pedagogy shift, students will simply be learning the same way many teachers have been teaching – just in bigger classrooms with new furniture. MLEs are so much more than the bright new furniture and the technology. What makes an MLE work, and in fact ANY successful classroom, is the relationship between the teacher and student and the underlying ethos of learning to learn.

When moving from a structured and often heavily teacher-dominated classroom to a less formal student-led environment, it is paramount that students understand their role and responsibilities as learners and, indeed, the learning process. It is totally unrealistic to say to students, “Here are your tasks, now go do them”. Teaching students to be independent and self-directed learners needs to be at the centre of a successful MLE and this does not happen overnight. It requires scaffolds, steppingstones and a safe environment.

Here are five considerations that are vital to address for success.

1. Teachers need to be clear on their underlying philosophy of learning In a busy, overcrowded curriculum, it is important for teachers and students to consider what they believe about learning.

Here are some questions for both teachers and students to consider: • Can all students learn?

• Is learning enjoyable?

• Is learning always a simple process?

• What happens when learning is hard?

• How is learning defined?

• How is it known when something has been learned?

It is important to understand that learning is finding out what someone does not know; learning it is often hard. The mantra ‘everything is hard before it is easy’ is a fundamental idea key to successful learning.

What do students do when the task gets hard? How do they handle situations when the answer is not immediately apparent?

An important piece here is to understand

mistakes and failure is crucial. If students are fearful of making a mistake or scared of being wrong, then they are less likely to push themselves to their learning limit and more likely to stay within what is conformable and known. Again, a great metaphor is to talk to students about learning to walk or ride a bike. To learn both of these activities one has to ‘fall over’ or ‘fall off’ and get back up.

What makes an MLE work, and in fact ANY successful classroom, is the relationship between the teacher and student and the underlying ethos of learning to learn. and discuss with students the work of Carol Dweck and the role of Mindset. Do teachers and students fully understand that intelligence is not fixed and can be developed? Teachers should explain to students that their job is to cause learning to happen and this will not occur if they are given easy work. However, teachers must also give students the skills to cope with the hard tasks; students need to be able to persist, think flexibly, be creative and take responsible risks.

A personally liked metaphor is that of the butterfly emerging from the chrysalis. It is the struggle that makes the wings strong enough to fly; if the butterfly is helped to emerge it will die. The same can hold true in the classroom. Teachers should allow students to have time to work out their own challenges, rather than jumping in and rescuing them. Students should not be left to drown; however, in an encouraging way, explicitly teach them how to solve their problems effectively.

2. Create a safe environment by redefining mistakes and failure Part of this learning philosophy is also about creating a space where students are free to give new ideas a whirl, make mistakes, fail and use what they know. Redefining

050 EDUCATION TECHNOLOGY SOLUTIONS

Steve Gurney, nine-time winner of the NZ Coast to Coast race, a gruelling multi-sport event says, “I never learned from winning, except to increase my ego. I learned most from losing.”

Teachers need to create an environment in the classroom where it is okay for students to make mistakes and fail. FAIL stands for: First Attempt In Learning. Take time to discuss what went wrong and celebrate the failures, so they will not be repeated. Of course, if someone makes the same mistake more than once, it simply means they did not learn the lesson the first time.

3. Teach students to take ownership So what do students do when they make a mistake or get things wrong? Do they automatically become a victim or a victor?

Victims choose to blame others for their mistakes and failings or make excuses.

Common phrases of a victim include, “She made me do it” or “He is doing it too”.

They might also often choose to put their head in the sand and pretend the result did not happen or choose not to see the consequences of their actions – the ‘I do not care’ attitude.

On the other hand, victors are able to take ownership and admit they have it wrong and go about working out how

“I never learned from winning, except to increase my ego – I learn most from losing.”

Steve Gurney Nine time winner of the Coast to Coast race Teachers Matter Conference 2015

The Learning Challenge Clarity

4. Ensure students know the learning process A teacher’s job is to take students to the edge of their comfort zone and invite them to step out. Teach students about James Nottingham’s The Learning Pit. Often, when students start a new project, they seem to be clear on the task and have a positive outlook towards the completion. However, somewhere along the learning journey, they get stuck, unsure, confused and the work gets hard. These are signals to suggest learning is about to occur! At this point the key is to teach students the strategies to get themselves out of ‘the pit’.

This may include persisting, thinking flexibly, using past knowledge, using their senses, finding humour, asking for help, working with others, and questioning. These are some of the thinking dispositions that are the rungs of the ladder used to climb out of the pit. Once out of the pit and the project is completed, it is important for students to take time to reflect on the journey and the next steps.

5. Celebrate the learning – not the end result As teachers, take time to celebrate the learning in the classroom. Have conversations about the steps and not just the end result. Display the work in progress and not just the final result. Ask students to hand in their drafts, attached to the final copy, with evidence of growth and learning. Invite students to reflect on the process and what they might do differently next time.

Once students understand the learning process, what to do when they are stuck, how to deal with failure and have a bigpicture view of learning, working in an MLE is sure to be easier. Students will not be so reliant on teachers and will be able to work effectively independently. ETS

Confusion

to fix the problem or remedy the result. A key to hearing this dialogue is that victors will use the word ‘I’ in their explanation, demonstrating they are taking responsibility.

4

1

2 3

The PIT

1. Concept 3. Construct 2. Conflict 4. Consider

Part of this learning philosophy is also about creating a space where students are free to give new ideas a whirl, make mistakes, fail and use what they know.

Redefining mistakes and failure is crucial.

Winner of the NZ Educator of the Year 2014 and the NZ Speaker of the Year award in 2013, Karen Tui Boyes is a sought-after speaker who continually receives rave reviews from audiences around the world.

Her dynamic style and highly informative content – which turns the latest educational research into easy-to-implement strategies and techniques – sets her apart from others in her field. Visit www.karentuiboyes.com for more information.

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Technology For Teaching And Learning Outside | By Shelley Kinash, Ron Kordyban and Sarah Long |

There are many reasons for teaching outside. For example, fresh air and sunshine have proven health benefits. Outdoor learning spaces tend to be natural and can be aesthetically pleasing in that there are numerous shades and varieties of colours and textures. Outdoor spaces and places are usually larger and less confining. Students can move between solo, small and large group work without the indoor restraints of heavy, fixed furnishings and view-blocking walls and pillars. Why study inside a confining room when the green grass, blue skies and fresh air beckon?

Students better absorb skills when they are using all of their senses and connecting to their immediate environment. Students do not just learn inside the walls of the classroom and they need to draw upon their knowledge and skills beyond the formal curriculum and context. Outdoor learning can encourage creative thinking, risk-taking and higher order thinking as the context and environment challenge, stimulate and inspire students. Outdoor spaces can enable small group work, encourage low-stakes debate and inquiry questioning, reinforce contextual awareness, facilitate team problem-solving and practical activities, and provide a creative and complementary space to share in the learning and teaching process.

From a simple set-up of students working together at picnic tables under the shade of a tree with Wi-Fi connectivity for research tasks, to a session that makes use of cloud-based collaborative intranet technology to connect students on multiple

EDUCATION TECHNOLOGY SOLUTIONS 053

Nextstep campuses, outdoor education can be anything learners and teachers need it to be. Groups can come together face-toface outside of the strict confines of the traditional indoor classroom – sparking debate and discussion often not seen in the formalised structure of a lecture room or classroom setting. Students can also connect in active, participatory learning that encourages freedom and flexibility, as well as a potentially less threatening environment. Small groups moving from different stations to discuss aspects of a topic, or breaking out into on or offline discussion groups are sometimes easier and more productive through outdoor lesson models. Role plays, team project work and more active learning activities can be enjoyed by students without sacrificing access to class notes and learning materials with stable Wi-Fi connectivity and access to sharing apps and software solutions.

Extending the classrooms beyond the traditional brick walls of schools and universities to learning outside is now possible with the advent of mobile technologies. In addition, the expanding technology infrastructure systems, combined with the growing number of software and apps, has enabled and empowered what and how students can learn. In today’s world, information is ubiquitous and mobile devices are becoming more powerful and able to manage an increasing array of tasks and functions. Most students have, within their backpacks or palms, tools that are able to connect to friends, teachers and researchers through social networks, emails and texts. Mobile devices make it possible to record and edit images and audio for videos and podcasts and then share them immediately. As easily on a park bench as in a school or university computer lab, students can access the web and their schools’ Learning Management Systems (LMS), write essays, do projects, conduct research and watch and critique videos. The number of new learning tasks now available to learn is as staggering as it is exciting, and the new

Outdoor learning can encourage creative thinking, risk-taking and higher order thinking as the context and environment challenge, stimulate and inspire students.

norm is for students to Skype, Tweet and Google their way through learning tasks, regardless of physical location.

Technology-enabled outdoor teaching tends to improve the climate and culture of learning. Teachers and students report feeling liberated, energised and cohesive. The sessions can promote seeing learning and teaching through a different lens and thus enable new ideas, learning possibilities and unique ways of activating knowledge. Research results show that natural environments have a positive effect on retention and recall because information tends to be robustly stored and readily retrieved when associated with unique physical settings.

Educational researchers recommend mixing up and varying learning spaces to create associated memories. Outdoor ‘classrooms’ are conducive to this flexibility and novelty. Furthermore, there is more activity in outdoor learning spaces. For example, people walk by.

Conversations are overheard. Birds fly over. Weather and light patterns change. These variations can become opportunities for incidental learning as teachers and students become more aware of what is happening around them and applicable examples emerge.

The contemporary educational landscape includes smartphones, laptops and tablets as mainstream tools.

An increasing number of wearable technologies such as Google Glass and Apple Watches are emerging. The exciting potential of embeddable technology is on the near horizon. The increase in range and power of Wi-Fi systems and the elimination of areas without signal access

054 EDUCATION TECHNOLOGY SOLUTIONS

means that the once remote and cut-off areas across schools and campuses are now fertile grounds for learning.

The nature of the digital world is such that time and geography are losing their hold over education innovation. The popular mantra of learning ‘anytime and anywhere’ has translated into a migration from traditional face-to-face in-class learning into studying in parks, on buses and in cafes at a time of the students’ choosing, rather than being limited to pre-set class schedules. Blends of synchronous and asynchronous learning have become the norm and learning is often virtual, making physical attendance less important and sometimes irrelevant.

Discussion board posts, and participation in online synchronous collaboration and cloud-based sharing, such as through wikis, are the new mainstay of the future information workers and creators.

As the rise of virtual learning opportunities continues, teacher-based face-to-face lectures are no longer the primary source for many students. There is exponential growth in the quantity and quality of resources through Massive Online Open Courses (MOOCs), online educational videos and increasingly collaborative social learning networks.

Many pedagogical innovators are focussing their efforts on engaging multimedia delivery of content that can address the ever-increasing learning diversity, further accommodating the needs of a wider spectrum of learners and diverse range of learning styles.

Certain disciplines are particularly conducive to learning outside. For example, school-based physical

education and university-based kinesiology, occupational and physical therapy are optimally suited for learning outside. There is space to move. There are objects to climb, manipulate, lift and carry. There are hazards to consider and negotiate, thus building empathy for future clients with mobility impairments.

Technologies such as GPS, pedometers and heart-rate monitors complement the curriculum.

Sociology and psychology (particularly social psychology) are afforded interesting and compelling cases. How do people move about outside? Solo or in groups?

To what extent are power imbalances observable? Are people texting while walking or are they appearing to observe their natural surroundings? Do people notice being observed? Is there a researcher effect? Mobile devices expedite creation, storage, analysis and sharing of field notes.

Architecture and environmental studies are natural choices for outdoor learning.

Natural artefacts can be collected, charted and measured with the help of mobile technologies. The design of builtenvironments can be observed and evaluated. Animal tracks and patterns can be noted, recorded and annotated.

Using concise instruments, air and soil quality can be tested.

The outside environment is a noble and inspired muse for writers – including students learning English, literature, poetry or journalism. Budding authors can practise capturing and conveying meaning and substance verbally.

Students need only look up to observe that there are many colours besides blue in the sky and white in the clouds.

Thoughts, ideas and descriptions can be audio, text or video recorded.

Despite the advantages, there are complications and prohibiting factors to learning outside. Some teachers say that it is difficult to maintain classroom control, discipline and management when learning outside. Both teachers and students can be distracted and let their attention lapse and weaken. Children

who associate the schoolyard with tea breaks may not be able to resist the urge to roughhouse when formal learning is moved outdoors. Students who are not partaking in the class may walk by and intentionally disrupt learning. Colleagues may not respect outdoor learning and shake the confidence of well-intentioned innovators.

The weather and other natural factors might also be prohibitive. Sometimes it is too hot to concentrate or too cold to be comfortable. The rain can soak potential seating and bird droppings can make settings unusable. Wind can blow away papers and distract students into worrying more about their hair than about learning.

People can become dehydrated.

Roots and stones can cause people to stumble or trip. Naturally poor acoustics and ambient sounds can make the teacher and/or students difficult to hear.

Outdoor spaces are seldom dedicated as ‘classrooms’ or set-up to be conducive for learning. The chosen space may already be occupied and equipment and supplies may need to be hauled and stored. Areas may require clearing before they can be suitably used.

While it cannot solve all of these problems, education technology can be used as an enabling and enhancing factor in learning outside. In other words, outdoor learning is not possible without some technologies and is improved by others. The first factor to consider in technology-enabled outdoor learning spaces is the balance between bring-yourown-device (BYOD) and teacher and/or school provided devices. Many (but not all) students at school and university can bring their own mobile devices, including smartphones, tablets and laptops. Most also have a wide variety of productivity apps installed, enabling them to record, note-take, produce and readily save, store and share. However, it should not be assumed that every student will own and/or bring such a device. Experienced outdoor learning teachers are advised to have a class-set of software-loaded devices at hand so that no students are

disadvantaged by not being able to afford a device or by lapsed batteries.

The next enabling technology factor is Wi-Fi. Prior to moving outside, Wi-Fi should be tested. Most schools and universities have adequate and consistent Wi-Fi inside their classrooms and other interiors (such as libraries). Outdoor spaces are sometimes forgotten. Outdoor learning works well when teachers and students can use mobile devices to search phenomena and document, post and share observations, descriptions and images. Note-taking on mobile devices works well because it means that people do not have to cope with the conditions of wind and paper. However, most student note-taking apps work best with internet connectivity.

With technologies destined to continue to improve and develop, the needs, skills and expectations of modern learners are sure to keep pace. There is an undeniable allure of being mobile, free and unconfined in time, space and imagination. With the development and proliferation of education technology, previously bored students sitting at their desks and daydreaming out the window are increasingly being engaged through the novel and inspiring opportunities of learning in the fresh air of the outdoors. ETS

Dr Shelley Kinash is the Director of Learning and Teaching at Bond University.

You can contact her on skinash@bond. edu.au Ron Kordyban is the Blending Learning Coordinator & Blended Learning Designer at Bond University‬ Dr Sarah Long is the Deputy Director Learning & Teaching at Bond University

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Embracing The New Technologies Curriculum | By Anthony Speranza | Australia’s first digital technology curriculum is on our doorstep, and anyone who has been paying attention in educational circles for the last two years knows the words computational thinking and coding are all the rage right now. So what are the implications for educators, who are likely to have had little exposure in their training as to how to teach computer science to children, and are therefore somewhere between frightened or excited by what lies ahead?

The Dawn of a New Curriculum Approach to Technology The official stance from the Australian Curriculum, Assessment and Reporting Authority (ACARA) of the Technologies Curriculum at the time of writing is that the curriculum is “available for use; awaiting final endorsement”, even though it has been in this state for well over a year now.

The current education minister, Christopher Pyne, has done little to ensure the endorsement, particularly after a review of the entire national curriculum was released in October 2014. Political agendas and duress aside, it is ACARA’s intention that schools commence partial adoption of the curriculum, with full adoption expected by 2017.

The Technologies Curriculum encompasses two interconnected areas: Design and Technologies, where students use critical thinking to create innovative solutions for authentic problems; and Digital Technologies, where students use computational thinking and information systems to implement digital solutions.

According to ACARA, the aims of the syllabus are to ensure that students can: • create, manage and evaluate sustainable and innovative digital solutions • use computational thinking and the key concepts of abstraction to create digital solutions • use digital systems to automate and communicate the transformation of data • apply protocols and legal practises that support safe, ethical and respectful communications • apply systems thinking to information systems and predict the impact of these systems on individuals, societies, economies and environments.

What is most promising about the way this curriculum is written is the way it has embraced technology as a holistic approach to thinking and exercising creativity. The traditional teaching of ICT in schools has usually been around the idea of integrating tools to assist in other subject areas, which is the intention of ICT as a general capability in the Australian Curriculum. Instead, the Technologies Curriculum paves the way for teachers to work with children as young as Foundation on pattern recognition and classifying data in contexts that they can understand, which gradually builds up to the development of students with a strong understanding of computer science by the time they reach Year 10.

The content structure of the Technologies Curriculum can be viewed at australiancurriculum.edu.au/technologies/rationale Demystifying Coding Noticeable in the Digital Technologies component of the new curriculum are the ideas of computational thinking and coding, which are introduced to students in early primary school.

The idea of coding is not to have students simply churn out computer programs. Rather, it is about assisting them to identify and analyse problems, and develop innovative and creative solutions, which will ultimately help contribute to a global society improved by technology.

Computational, system and design thinking all require the ability to examine problems clearly and to break them down into manageable parts in order to systematically analyse a process to best solve them. It encourages the design of several solutions that can be applied in broad contexts. This type of problem solving – or thinking – is highly valued in the outside world. The ability to analyse problems and come up with clever solutions is the kind of thinking that continues to push the world forward, yet oddly enough, it has not been taught in a deliberate and defined way – until now!

Through the Code.org initiative, more and more advocates are championing the idea of coding in schools, from celebrities like will.i.am to the Silicon Valley elite. The worrying trend is that the number of computer science graduates is currently not meeting demand, yet alone in the future, where the demand is expected to further increase as the world starts to crave employees who are skilled EDUCATION TECHNOLOGY SOLUTIONS 057

let’stalksoftware

in using technology to design products and solutions. Mark Zuckerberg is quoted as saying, “Our policy (at Facebook) is literally to hire as many talented engineers as we can find... the whole limit in the system is that there are not enough people who are trained and have these skills today”.

Coding can have the stigma of an unexciting operation that takes place in a dark room with nerds sipping on soft drinks, huddled around glowing screens and punching in lots of ones and zeros.

Once upon a time, it was necessary to have a tertiary degree to operate punchcard machinery and to develop lines of code for programs that ran on mainframe computers. Through the advancements of technology, and particularly in the way in which users can interact with it, anybody of any age can now code.

Put simply, coding is about writing and following instructions. When a set of instructions are written for the computer, it follows them. Any time a person has explained to someone how to bake a cake, or typed a sum on a calculator, or organised a filing cabinet in alphabetical order, he or she has essentially been designing an algorithm to execute a desired action.

Coding is teaching a computer how to run a sequence of events; for the reason that a computer can execute steps a lot faster than a human can.

Technology is starting to automate a lot of tasks that can easily be replicated by traditional, human-driven processes. For this reason, a shift in the modernised and globalised world has started. For example, take Japan’s Toyota production line which, through the use of machines and robots, can assemble a car in 18 hours to specific client orders; or the ambitious Google SelfDriving Car Project, which promises to safely transport passengers from A to B without requiring the commuter to lift a finger; or the use of computer-assisted self-checkouts at the supermarket.

The overly critical may say that technology is taking over jobs, which to some extent is true. However, more accurately, it is disrupting jobs and changing the supply and demand for workers. Jobs for production factories will still exist, as will people who drive cars, as will people who work in supermarkets.

What will probably be true is that these jobs are far more likely to require the skill sets of engineers and coders, who are skilled with technology and in programming, to be able to deliver solutions. Those who can build robotic arms to weld alloy will be more sought after than those who can assemble nuts and bolts. Those who can write programs that analyse traffic patterns for automated cars will eventually be in more demand than taxi drivers or chauffeurs.

Those who can design computer-assisted checkout systems will replace those who manually scan items for consumers.

It is for this reason that everyone needs to

What is most promising about the way this curriculum is written is the way it has embraced technology as a holistic approach to thinking and exercising creativity. embrace the new Technologies Curriculum for the good of their children and the future of Australia as a technologically relevant country.

How to Support Computational Thinking, Coding and the new Technologies Curriculum Code.org: launched in 2013, Code.org is a non-profit organisation that is dedicated to expanding participation in computer science, particularly by increasing participation amongst women.

Hour of Code: an initiative of Code.org, Hour of Code is an annual event that promotes coding in primary and secondary schools across the globe. The coding tutorials can be completed online and have modules suitable for all ages (see studio.code.org).

Code Club Australia: a nationwide network of free, volunteer-led, after-school coding clubs for children aged nine to eleven (see codeclubau.org).

Code the Future: aims to forge crucial links between the technology industry and education (see codefuture.org).

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Bebras Australia Computational Thinking Challenge: Bebras is an international initiative whose goal is to promote computational thinking for teachers and students in Years 3 to 12, and is aligned with the new Digital Technologies Curriculum (see bebras.edu.au).

Computer Science Unplugged: is a collection of free learning activities that teach computer science without having to learn programming first (see csunplugged. org).

Careers with Code: is a publication by Refraction Media and Google that promotes computer science careers in design, education, science, health, arts, media, law and business (see refractionmedia.com.au/ careerswithcode/ or search for Careers with Code on Google Play or iTunes App Store).

CSER MOOC: the Computer Science Education Research Group at the University of Adelaide have developed a number of open, online courses designed to assist teachers in addressing the new digital technologies learning area (see csdigitaltech.appspot.com/course). ETS

Anthony Speranza is the ICT Learning and Teaching Leader at St. Mark’s Primary School in Dingley, Victoria. In his time at St. Mark’s, he has established several digital literacy initiatives, developed cyber-safety and global citizenship programs, and introduced multimedia software and hardware into P-6 classrooms. Currently, he is implementing a 1:1 Chromebook program and is supporting teachers and students from Years Prep to 6 to utilise Google Apps for Education. He is an authorised Google Education Trainer, Google Certified Teacher, and the recipient of the 2014 DLTV Educator of the Year as awarded by Digital Learning and Teaching Victoria. Anthony is passionate about contemporary spaces, pedagogies and collaborative practices amongst educators.

He is an avid speaker and facilitator at local, national and international level.

Anthony can be contacted via his blog anthsperanza.global2.vic.edu.au or you can follow him on Twitter @anthsperanza

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intune

Music Apps For The Classroom

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intune | By John Bigelow |

Since its launch, the iPad has had a remarkable impact on the way people work, learn and enjoy their free time.

In fact, while it was not the first tablet computer, it is not unreasonable to say that it was responsible for launching the tablet computer revolution most people now find themselves caught up in.

From ebooks to iBooks, digital magazines and everything in between, it seems like there is an app for just about everything these days. So much so that it is almost difficult to remember what life was like before smartphones and tablet computers, which is pretty remarkable considering that the first iPad was only launched a little over five years ago (3rd April, 2010).

One area of education where the iPad has had a major impact (pardon the pun) is music. The number and quality of applications now designed

Tunable is the perfect tool kit for beginning to professional musicians.

• Learn to play in tune with sustained pitch history: students can visualise how steadily they play or sing. As notes are held out, a white line draws how steady the pitch is; the straighter the line, the more consistent the pitch.

• Improve their ear with tone and chord generator: need a reference tone or chord? Students can use the tone and chord generator to play and sustain chords with various tone options. They can choose from different temperaments to hear how they compare.

• Keep tempo with an accurate and simple metronome: students can see the pulse with a visual metronome. They can view subdivision and current beat, with a large display and visual flash.

• Record and share: students can record their practice and performances

stability. It keeps going even in device lock mode, making it a useful aid for live drumming.

Tempo features an innovative interface that morphs between modes that each present a different combination of functionalities optimised for the task at hand. Five modes are available on the iPhone: Basic, Preset, Setlist, Practice and Gig. On the iPad, Preset, Gig and Complete modes are available, the last providing access to all controls.

Visit www.frozenape.com for demo videos.

Music Tool LE by TheWay Ltd. Music Tool has been chosen by BestEducationalApps as one of the top five music theory apps for iPad, “For music teachers wondering how to get their students to practice chord

The number and quality of applications now designed to help eager music students improve their art is astounding. to help eager music students improve their art is astounding – to the point where they can easily waste a great deal of both time and money on less than useful apps in an effort to find the good ones. Therefore, in an effort to help time-poor music teachers get

and add reverb for a professional sound. Recordings can be shared through email, SoundCloud, Dropbox and more.

Visit http://tunable.affinityblue for more information.

the greatest bang for their buck and the best results in the classroom, I have presented below seven of my favourite music education apps.

Tempo by Frozen Ape Pte. Ltd.

Tunable by AffinityBlue Tunable is a chromatic tuner, tone/ chord generator, metronome and recorder that helps students learn to play steadily, in tune and on beat.

Featuring a unique ‘tuning history’ display for visualising pitch over time,

Tempo is the best-selling and most accurate metronome in the App Store.

It is featured as “new and noteworthy” and “staff favourite” by Apple on the main iTunes landing page. Ever since its release, Tempo has been consistently in the top 100 of the music category in over 30 countries, and the top paid metronome app in most countries.

Tempo’s engine is written from the ground up for high accuracy and

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progressions and new theory topics at home, Music Tool could be the solution”.

This app is a simple dashboard of notes and chords that make those elements sound out when they are tapped. For example, students can tap the C on the keyboard or in the list of notes and hear the C. They can also tap the C sus4 chord and hear that chord. In addition to the major scales dashboard, there is a list of modes that allows students to change the dashboard into a list of notes and chords used in the different modes.

LE, which is the free version of the app, provides tons of great tools, with even more available in the full version.

Visit spicyclam.com information.

for

more

NoteWorks by Azati Corporation NoteWorks is a fun musical game designed to teach note recognition and improve sight-reading skills.

Hungry Munchy is eager to swallow elusive blue notes. The goal is to help Munchy catch each note as quickly as possible.

The game combines learning and fun into a single gratifying experience.

The app is both educational and entertaining, with an intuitive and visually appealing interface.

NoteWorks was created for: • players of all ages • beginners to advanced music students • families with multiple players • music teachers with multiple students Visit www.doremiworld.com for more information.

Scales & Modes: The Quiz by Smappsoft Take the Scales & Modes quiz! Students can test their knowledge of music theory and their ability to recognise major and minor diatonic scales and modes. It is a great way to train their ears and to master one of the trickiest parts of music theory.

During the quiz, various scales and modes will be randomly shown on the musical staff. Choose whatever root note is preferred and listen to the scale, then it is up to students to guess which scale or mode it is. For an even more difficult challenge, hide the notes and identify the scale by sound alone.

If students are having trouble recognising the scales, try the full version of Scales & Modes, an interactive reference guide available in the App Store, and they will soon be an expert.

Visit www.smappsoft.com information.

for

more

Music Theory with Audio by Brainscape Students can dramatically improve and develop their listening skills and tone control, identify complex written chords, increase their knowledge base of music theory, and even learn all about their favourite classical composers with Music Theory. With the latest in Brainscape’s proven cognitive science techniques, they will learn faster and more efficiently than with any other music app on the market.

Establishing a solid base of music theory and training their ears can be a difficult and time-consuming endeavour for students. With this in mind, Music Theory flashcards – developed by a highly trained musician with expertise in the study of theory, composition and performance – delivers a package that allows them to study at home or on the go. Whether they have a solid block of time to dedicate to study, or five minutes of down time while going about their day, students can advance their theory and ear training virtually anywhere.

Visit www.brainscape.com for more information.

Suggester by Mathieu Routhier Suggester is a chord progression tool and musical scale reference designed to assist students in the creation of songs and chord progressions. This app will help them find chords that work together. It is efficient and fun; use it to build musical phrases that will carry emotion through tension and release.

Simply touch a chord to hear what it sounds like. Press the play button to hear the chord progression sequentially and adjust the playback speed.

Students can work either forward or backward: • Forward – students pick a scale, then

build their song from the chords that the app suggests. This is the quickest way to assemble chords that are compatible.

• Backward – from the catalogue, students pick a set of chords that they like. The app will tell them what scales it matches with. After they have selected the scale they want to use, the app can tell them what chords will fit in with the ones previously entered. This is extremely useful in jam sessions.

To spice things up, chords can be borrowed from parallel scales.

Classic chord progressions can also be explored and drag and drop functionality used to reorder chords. To start the drag operation, hold a finger on an item for a second. On an iPad, chords can also be dragged directly from the suggestions to anywhere in the progression. To delete a chord, swipe the chord from right to left.

When students are satisfied, they can save their experimentations for later reference. Export them by email using either a Musical Instrument Digital Interface (MIDI) file or plain text. The MIDI file can also be opened in another app.

Every sound generated with the app is also sent to the MIDI output, configurable under options. These notes can be routed to another app on students’ devices, or remotely to another computer by setting up a MIDI network session.

Some of these features are locked in the free version; reach full productivity by purchasing a full unlock. It only needs to be bought once for all devices.

To unlock the purchase on another device, select ‘restore purchases’ under options.

Of course, there are hundreds of other great apps for both iOS and Android, but these are the apps I have most enjoyed using in the last six months. I hope you enjoy them too. ETS

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Finding Synergy Between Technology-Rich Tools And Authentic Collaboration To Enable Powerful Professional Learning

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feature | By Bradley Adams and Dr Sophie Winlaw | Global research indicates that the best professional learning for teachers is school-based, collaborative, relational, authentic and embedded into practice. In recent years, technology has transformed professional learning, offering a vast number of tools to interrogate and improve practice; however, sometimes these are at the expense of the crucial element of authentic and rich human collaboration.

Teachers interacting with technologybased resources devoid of this critical contact feel alienated and cannot engage with them. Consequently, their use is abandoned. Research and work with schools demonstrates that some of the most powerful professional learning takes place when technology-rich capability connects with an authentic

In the best of these new video technology platforms, the presence of cameras fades into the background.

There is a congenial, user-friendly capability enabling customisation and flexibility in the way lessons are recorded and stored. This resource can be used privately for reflection and shared for collaborative discussion.

Crucially, the teacher has agency and is very much in control. While perhaps not yet used to its full potential, the best versions of this online video service enable peer observation of the lesson, either synchronously or asynchronously, and feedback in the form of written comments or video messages.

Predictably, this rapidly evolving and improving technology will become much more prevalent in professional

due to the amount of paperwork and too often became acts of compliance.

The new online tools now provide: • easier administration of surveys and the self-reflection process • clear pathways for goal-setting and action planning • easy and intuitive technology, even for the most nervous technophobe • a high degree of customisation to fit both the school and individual The best of these new products have been through rigorous ‘design thinking’ processes whereby developers listen to teachers, resulting in programs that are elegantly simple but still robust. Crucially, the very best of these online systems accommodate and enable periodic face-to-face meetings between

Research reveals that it is the quality of teaching that has the greatest impact on student achievement and that continuous professional learning raises teacher effectiveness better than any other intervention. human community. The following examples illuminate how this synergy can be achieved.

Using web-enabled video technology for classroom observation and reflective practice can assist professional learning. Videotaping lessons has been advocated for many decades as a better alternative to class observations and walkthroughs by peers; but it never really fulfilled its promise. Cameras set up in the corner of a classroom were intrusive and awkward, and the resulting footage was exasperatingly difficult to

learning programs, especially if it continues to find such compelling synergy with the human dimensions of authentic professional growth.

Another way in which technology is working in tandem with human connectedness to achieve what neither could do alone is through specifically developed online performance review and appraisal systems, which are being used increasingly by schools.

Research reveals that it is the quality of teaching that has the greatest impact on student achievement and

teacher and supervisor, where structured and data-driven conversations about practice and professional growth can occur. These systems are valued so highly by teachers because they facilitate far richer and better informed professional experiences than ever before.

The benefits of synergy between technology and authentic connections are also harnessed through online collaborative forums formed across schools, regions and beyond. The International Boys’ Schools Coalition (IBSC) has run a very successful action

use for any deeply probing collaborative discussion and reflection. Only the most courageous teachers were comfortable with it and it remained, until recently, somewhat of a novelty in professional learning. In the UK and the US, and increasingly elsewhere, that is now changing quite dramatically.

that continuous professional learning raises teacher effectiveness better than any other intervention. To achieve this, thousands of schools have found these online performance review tools to be particularly transformational. In the past, manually conducted professional performance reviews were cumbersome

research program for ten years. Teacher researchers, selected from schools all over the world, join an online community for three months of orientation before meeting face-to-face for intensive training that takes place at the organisation’s annual conference.

They then return to their home schools

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feature to begin year-long projects, and rejoin their online forum to confer, reflect and report as they proceed through the stages of research. They meet up again at the next IBSC annual conference for reflection, collaborative workshops and poster displays. In the early years, program coordinators were frustrated that online collaboration stagnated, despite technical improvements and upgrades in communication.

Consequently, they began developing team-building techniques to humanise and energise online connectedness and discussions, and to engender mutual support. To do so, the larger group was broken into teams of about a dozen researchers, each directed by a team leader – task master, counsellor and animateur – to foster and sustain group identity and cohesion, and to ensure rich and rewarding participation over the long research journey.

Progressive iterations of this strategy gradually turned a promising program into a profoundly memorable and transformational experience.

For many teachers, these professional relationships with peers from around the world are remarkably durable and strong. In addition to gaining these global connections and perspectives, in their own schools these teachers became instructional leaders of reflective practice and action research.

Many factors contributed to its success, but without that creatively persistent attention to the human dimension and dynamic within the online environment, the program might well have faded.

Online education programs have, for good reason, become increasingly popular for professional development.

But not many of these have been designed with authentic impact in mind. As indicated above, research provides a better handle on what kinds of professional learning lead to concrete, measurable improvement.

External activities, such as workshops and conferences, are less powerful than professional learning embedded in reflection-on-action at the school level. Likewise, online learning is too

often undertaken in isolation, with few pathways back into actual practice.

Interestingly, the most intuitive of online program creators have turned this paradigm on its head, or at least on its side, in ways that more directly benefit professional learning.

In reviewing many examples of such international online programs, there are at least three ways in which this has been achieved: • focus of content • teaching methodology and culture- building • forms of assessment That teachers are able to engage in online study during their working year can be more than just a convenience; it is also an advantage and an asset.

While the best online curriculum is academically rigorous and touches on complex theory and research, it also connects with school life and issues.

Case studies link the formal content to school realities, inviting rich comparisons drawn from the most recent, day-today professional experience. Instead of being outside of daily professional life, the online course becomes a special vantage point within it, offering new perspectives and insight.

Secondly, the methodology of online teaching, at least for the purpose and focus described here, succeeds best when it replicates, as closely as possible, the intimacy and ethos of the small campus and seminar, as much as the economies of scale may work against it. The relational style, as well as the dedication and presence of the online instructor are, paradoxically, more important in this online environment than in a physical lecture hall or classroom, or so it seems. Meaningful and authentic collaboration in an online course, where connections during and outside of formal instructional time are fostered, requires something similar to the intentional work of culture building observed in the previous example.

Finally, assessment in truly effective online professional learning courses needs to be grounded in projects and

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exercises that engage with the specific school environment and are tethered to the daily dynamics, challenges and behaviours of the school. In this way, online students involve their colleagues at the school as they reflect on current practice and as they apply their learning directly and immediately in their unique environment. A cycle of review is embedded in the rethinking and review of such online programs to ensure that the professional learning is experiential for the participant, with practical outcomes for the school. In this way, the synergy of innovative technology and creative community makes for hugely productive and effective professional learning.

In conclusion, these examples suggest that when innovative technology and authentic collaboration can recognise their mutual weaknesses and build on each other’s strengths, powerful professional learning can result. School leaders and staff should scan the available tools in search of opportunities that combine the unique strengths of both. ETS

Previously the Executive Director of the International Boys Schools’ Coalition (IBSC), Brad Adams has a strong understanding of the professional development needs of teachers. Brad is currently the Director of Education at CIRCLE, an executive agency in education that connects 1,750 schools and other educational organisations throughout Australia, New Zealand and the Asia–Pacific region. He can be contacted via email at brad@circle. education Dr Sophie Winlaw is the editor of CIRCLE’s monthly journal suite, CSM. Sophie can be contacted via email at sophie@circle.education For more information about CIRCLE, visit circle. education or follow @CIRCLEcentral on twitter.

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The WebQuest: A Parable | By Tom March | Happy Anniversary This month marks an interesting personal anniversary for me. It was 20 years ago that I posted the first WebQuest ever published for mass consumption. My colleague and the originator of the idea, Bernie Dodge, had created two for students we teamtaught at San Diego State University, but I had the honour of writing and posting the first publicly available WebQuest. Because I was on a three-year fellowship at the time with the single task of developing things that would help teachers, students and librarians use the Web, I had the opportunity to become something of a global expert in writing and evolving WebQuests.

Twenty years! Imagine how things have changed in that time. Consider these facts from the circa 1995 world: Apple was a failing computer company; Google, Facebook, YouTube and Wikipedia did not exist; few people owned mobile phones; maps were paper, music was played from CDs, photos were in albums, movies were watched on big screens – and only a small percentage of the world’s population had even seen this amazing, grindingly slow thing called the World Wide Web. But the anniversary is something of a bittersweet experience. On the sweet side, that early opportunity allowed me to work with lots of great teachers, schools and companies. On the flip side, the anniversary highlights some lost opportunities – and these do not include the fact that I would be $130,000 richer if I had actually bought a thousand dollars worth of Apple stock back in 1995 and not just had the thought! No, the lost opportunities relate to education and appear in a few dimensions: student understandings, teacher practices and curriculum re-invention.

Student Understandings: from the World Wide Web to the New WWW In the mid-90s, schools tended to be the place where most students first experienced the Internet. Given this blank slate, I had a goal: to make students’ first interactions with the Web powerful experiences in which they pursued meaningful topics, grappled with complex challenges, got feedback from real-world experts and created engaging ICT productions as part of their solutions. With a start like this, I hoped they would be forever disposed to the positive ways they could use technology. Part of this motivation for WebQuests came from a student in my ninth grade English class. As I tried (feebly) to engage this young man in an activity, all he could do was look up and say, “Ev”. Perplexed, I asked him to explain. “It is short for whatever.” Somehow, schoolwork evinced not only apathy, but some reduced fragment of it. One of my central beliefs is that the joy of learning is positive experience that unites humanity, so I tweaked WebQuests to maximise research into human motivation, aiming to orchestrate opportunities for students to sense the vitality that real learning sparks.

However, within 10 years I was compelled to write about ‘the New WWW’: the mobilebased, personally-targeted, immediately gratifying digital world that could provide people, especially children, with whatever they wanted, whenever and wherever. But this was a cautionary tale where ‘whatever’ was not that of unlimited potential, but the sort uttered by my ninth grader. Psychology and world religions have long pointed out that getting what we want is no road to happiness. Fast-forward another 10 years and few would argue that youth are glued to devices. But are they happier? Parents and teachers are eminently qualified to answer this question and, as a champion

of ICTs in education, I have copped their laments, while as a parent, I have shared them.

Teacher Practice: Stand and Deliver Copy/Paste Masterpieces Improvements in teaching practice have also proved a disappointment. The pedagogies teachers drew upon to shape the WebQuest’s structure had a long history of research. More than this, they had been good ideas for even longer. The fields of cognitive science and psychology – going back to Dewey and Piaget and through to Bruner and Bloom and up to the likes of Ted Sizer, Mihaly Csikszentmihalyi, Robert Marzano and a raft of constructivists and writing process researchers – all informed what became a template for WebQuests.

The purpose for a template is that it not only scaffolds student learning, but also provides a structure for teachers, where activities can be based not on habit, but on dependable approaches that achieve worthy outcomes.

As suggested, these research-based approaches had long been good ideas, but teachers recognised that with the addition of the World Wide Web, things got critical. It was game over for some tasks routinely used in classrooms around the globe; knowledge as fact gathering would be revealed for the charade it is.

Before the Web, some could argue that when students copied source material with paper and pen at least some of the content might stick. When the same task could be completed with control-c/ control-v keystrokes, little of the content was likely to cross into the learner’s cognition, let alone develop into deeper conceptual understandings.

Unfortunately, I was a little wrong and have data to prove that most teachers

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simply used the structure of WebQuests as a fill-in-the-blank, information-gathering exercise. In the early 2000s, wanting to showcase and celebrate true WebQuests, I set up a site called BestWebQuests.com where people could find ‘real’ WebQuests; those in which students had to apply the information they acquired to a complex task in order to construct new meaning.

Typically, the tasks involved inventing new solutions, integrating multiple viewpoints into one argument or creating a new interpretation based on a different context.

The data I just referred to arose because a colleague and I meticulously reviewed, one-by-one, nearly two thousand selfproclaimed WebQuests to populate the collection. Of these, the disappointing truth is that less than 17 percent actually went beyond asking students to copy and paste information skimmed from the Web. So much for two things: the power of pedagogies (when superficially understood) and technology as disruptor.

Curriculum Re-invention: Still CalendarBased After all these Years Even though students typically used Internet-connected desktops in school labs in those early days, one-to-one access to such technologies was within sight. Today, students’ comprehensive digital access and bring-your-own-device programs abound. Just as copy/paste assignments are absurd in a Web-connected world, the same goes for a teacher-delivered, calendar-based approach to learning in any school where students have personal digital devices. Consider it: why would teachers empower students with individual access to infinite resources, communities and interactions merely to limit them to doing these things today, right now. What is the alternative? Going back to why we do what we do, a teacher-delivered, ‘seattime’ approach to curriculum was the best approach possible last century and has now become institutionalised. Not too long ago, the situation was that schools had many students, one teacher and limited resources. Today, in effect, schools have one student with infinite online learning opportunities. Furthermore, the old goals of basic literacy and numeracy have shifted because today’s world is driven by globalisation, innovation and continuous

improvement, which require lifelong learners who take initiative and problemsolve.

So the curriculum should now be tailored to the current reality. Rather than a calendar-based approach to content delivery, teachers need an accomplishment-based approach to mastering complex challenges. For this to work, clearly, a different structure is needed.

This is the challenge facing education over the next two decades and in the next issue of Education Technology Solutions, I will map out some of the key aspects. But in the current context, teachers can use a set of evidence-based approaches to frame a more human, less industrial era, model that will let individuals in schools choose and pursue their own paths to even greater success.

As unforeseeable as the future is, what I can promise comes from what happened (or did not) with the WebQuest: if teachers do not engage with the challenges and opportunities posed by new conditions, little will change in their practices even as the world around them transforms.

Maintaining a status quo scenario reminds me of the witty words from an earlier age. H. L. Mencken said, “Democracy is the notion that the common people know what they want and deserve to get it good and hard.”

If teachers continue to ‘know best’ rather than adapt to changing conditions, there will be no one to blame for the disaffection of students, parents, universities and the work world.

The Parable So what needs to be done to invent this next era of education? Ironically, as someone who has built a career on the back of a buzzword, I would like to argue for a moratorium on new ideas and distractions. I have become fond of a phrase I first heard used by the London 2012 Olympic Committee – make new mistakes. This implies that the organisation is working towards a vision and using a set of hypotheses to reach its goal.

When something is tried and it works, organisational knowledge is built. However, when a mistake is made, this is not a problem as long as the lessons come back to inform what is known and refines the next hypothesis – thus continuously improving

072 EDUCATION TECHNOLOGY SOLUTIONS

knowledge and actions. So the moratorium on new ideas targets what is too often merely a churn of different ideas.

Similarly, teachers need to question their infatuation with ‘must-have’ ICTs or the latest gadget. Technology will take care of itself. The ongoing revolution toward smaller, faster, more personalised and powerful devices and software is inevitable and will do just fine without teachers reacting to every digital twitch, whereas changing human organisations takes much longer.

If teachers let themselves stay distracted, they will not know if they are making new mistakes or merely different ones. They do not know if they are better or worse for two reasons. Firstly, too often the goals are not clearly enough articulated – what exactly is the desired outcome? Secondly, teachers do not collect data on what happened and then compare it to their goals. These ideas lead directly to next issue’s follow-up article, which explores the critical elements to invent a school’s Next Era Ed. In closing, for all the WebQuests I ever wrote or coached others to write, I tried to conclude in a specific way. After all the deep learning, collaboration and realworld experiences students encountered through the WebQuest, of course I hoped they would have grown in understanding and attitude. But because I see learning as a continuous process, not a neat package, I tried to challenge any newfound concepts with what might be a next challenge. In other words, I wanted to leave students with a new ‘Huh?’ that could lead to the next ‘Ah-ha!’ In that spirit, let me finish this article with the following question, “If you see that personalisation of student learning is the next great challenge for schools and agree that empowering intrinsic motivation is a key lever in achieving this goal, how will you scale the joy of learning?” A hint: smart technology helps. ETS

Tom March frequently keynotes, writes, facilitates workshops, consults with schools and designs software, all focussed on shifting education from mass production teaching to personally meaningful learning.

He has recently joined Hobsons Edumate as principal consultant for teaching and learning.

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info@edumgmt.com.au EDUCATION TECHNOLOGY SOLUTIONS 073

getconnected 074 EDUCATION TECHNOLOGY SOLUTIONS

Integrating Technology With Classroom Pedagogy Accelerate Student Learning

EDUCATION TECHNOLOGY SOLUTIONS 075

getconnected

| By Zeina Chalich | The Melbourne Declaration on the Educational Goals for Young Australians (MCEETYA 2008) recognised that in a digital age, and with rapid and continuing changes in the ways that people share, use, develop and communicate with technology, young people need to be highly skilled in its use. To participate in a knowledgebased economy and to be empowered within a technologically sophisticated society now and into the future, students need the knowledge, skills and confidence to make technology work for them at school, at home, at work and in their communities.

Educators need to provide a teaching and learning culture that provides students with essential 21st century skill sets that include creativity, communication, collaboration, critical thinking, problem solving, technological proficiency and global awareness.

In the Australian Curriculum, students develop ICT capability as they learn to use technology effectively and appropriately to access, create and communicate information and ideas, solve problems and work collaboratively in all learning areas at school and in their lives beyond school.

The capability involves students in learning to make the most of the digital technologies available to them, adapting to new ways of doing things as technologies evolve, and limiting the risks to themselves and others in a digital environment.

The effective use of technology in the curriculum should be not viewed as an add-on or something that is taught in isolation; rather, it needs to be effectively integrated across all key learning areas. As stated by Michael Fullan, a leading change expert, “Pedagogy is the driver, technology is the accelerator”. Experience shows that students will learn how to best use technology at the point of need and for an authentic purpose. It is essential

that teachers give students the time to explore how to use these technological tools, and provide opportunities for them to communicate with each other regarding the tips and tricks they discover along the way in an authentic context.

It can be challenging to keep up with the pace of technological advancements and decide on how to best use these tools to transform learning in a classroom. Effective learning in any environment requires good design, management and pedagogy. The reality is that a boring, low-order thinking task on paper will remain the same when substituted for an iPad, unless the iPad allows opportunities to redefine and transform that learning opportunity. The SAMR model, developed by Dr Ruben Puentedura, aims to support teachers to design, develop and integrate learning technologies to support high levels of learning achievement. The SAMR model describes four levels of technology integration that increase in complexity and effect, from simple substitution that barely changes the function, to a more complex redefinition where the technology use can provide opportunities to create what would not be possible without that technology. Teachers can use SAMR to reflect upon how they are integrating technology into their classrooms. Is it an act of substitution, augmentation, modification or redefinition?

076 EDUCATION TECHNOLOGY SOLUTIONS

Using Technology in the Curriculum The following provides some examples of technologies and how they can be integrated into learning areas to help develop critical and creative thinking skills and enhance student outcomes.

1

Develop Visual Literacy skills using Marqueed Marqueed is a simple and intuitive online app that allows users to share and communicate about images securely. It allows users to easily ‘point’ at a part of the picture while talking about it and keeps all discussion organised for teachers. It is a great way for teachers to facilitate critical and creative thinking through an online visual literacy task. By asking highorder questions, students are given opportunities to interpret, analyse and evaluate an image that could, for example, be an advertisement, an artwork or a scene from a text. They can also explore how visual elements create meanings using features such as construction, placement of elements, framing and colour. Students can also reflect on their peer responses and ask questions to promote reasoning and reflective thinking.

2

Create a Virtual Library of Book Reviews using Aurasma Aurasma is an augmented reality platform that uses advanced images and pattern recognition to blend realworld with rich interactive content, such as videos and animations called auras. The app allows users to scan objects or images that have auras to reveal the content. Aurasma is a great tool to create a virtual library of book reviews – using a photocopy of the book cover, students can attach a video of the book review that will be revealed once the book cover is scanned using the app. Students can use de Bono’s Six Thinking Hats as a guide to critique a book and complete a review about a text they have just

read. Students might use the white hat to introduce the text, the yellow hat to highlight the benefits of reading this book and the red hat to mention their personal opinion of the book. Using an iPad, students can record their book review, create an aura and attach it to the photocopied book cover, which can then be displayed on a wall for other students to view and make an informed decision about reading the book.

The effective use of technology in the curriculum should be not viewed as an add-on or something that is taught in isolation; rather, it needs to be effectively integrated across all key learning areas.

3

Digital Storytelling using iMotionHD iMotionHD is an intuitive and powerful time-lapse and stop-motion app for iOS. It takes digital still images and makes them into a high-quality, stopmotion video that exports to the photo library, where it can then be shared via Vimeo, email or uploaded to YouTube.

This app can be used by students to explore their creative and critical thinking through digital storytelling.

Using a familiar text, students recreate a particular scene, retell the story from a different perspective, or predict future events of a known text. They can create their own stories using this app, exploring a range of materials including playdough and LEGO. It is important to explore the process of storytelling using a storyboard and to examine the elements of an effective digital story – sound, lighting, time lapse, props and so on. Examples of digital stories for critique can be found on YouTube. Students can then also identify the differences and similarities between two different quality stories using a Venn diagram.

4

Thinking Critically and Visually using Popplet Popplet is a collaborative mindmapping app that can be used by several students to brainstorm ideas, capture facts, thoughts, images, videos and learn to create relationships between them in a visual way. Popplet

on the class learning blog, or students can create videos that help their classmates solve or explain complex equations or problems. Students can write annotations over an image or PDF to show their working out. The recordings can be shared via a URL link, which students can then use to create a QR code using the link to display the QR code in the class or on a class blog for others to view and reflect on. This is an effective way for teachers to differentiate the maths curriculum within their class and provides an excellent way to capture students working mathematically.

6

is a great tool to use when building the field about a particular topic, such as ‘what impact do humans have on the environment?’. The popples that students contribute to the popplet can be colour-coded to identify positive or negative ideas and facts about a particular topic; students might use a different colour to post a question about the information shared by others. Teachers can also use images or videos as stimuli to provoke collaborative conversations about a particular topic. Popplet can also be used as a visual thinking board for students to build profiles about particular characters from a text they are reading or as a storyboard for a script they are planning to film or create.

5

Solve a Maths Problem using Screenchomp and QR Codes Screenchomp is a recordable whiteboard that records a user’s touchscreen interactions and audio.

The app can be used by teachers to create helpful maths videos to post

Create a Digital Postcard using PhotoMappo PhotoMappo is an iPad app that allows users to create a digital postcard. The app uses Google Maps with images and a range of templates to create a postcard style product that can be shared with others via email. The app allows users to add a photo and address with a photo and converts it into a map image with the place marked. Users can also zoom into the map and add text to the image.

This app can be used by students to identify famous landmarks, events, locations of significant people in history or from a known text. They can use the text feature to record facts, quotes or perspectives about the image. In science, for example, students can add images of animals and map their habitat using the text area to record relevant information about their animal. ETS Zeina Chalich is the Leader of Learning and Innovation at a primary school in Sydney and an #aussieED twitter chat moderator. She is passionate about digital pedagogy and the different ways in which technology can be used to promote critical and creative thinking skills to transform learning.

Follow Zeina on Twitter @ZeinaChalich

EDUCATION TECHNOLOGY SOLUTIONS 077

lifelonglearning

Expanding Your Horizons People often make the mistake of thinking that when technology is applied to creative arts it is all about computers and graphic design. However, technology can be applied to a wide range of creative arts in education, from drama to film and media, and even more traditional arts such as Luthiery.

078 EDUCATION TECHNOLOGY SOLUTIONS

Create Your Own Movie Soundtr acks Step-By-Step Part 1

Reinvigorate Professional Learning Programs To Inspire Lifelong Learning!

EDUCATION TECHNOLOGY SOLUTIONS 079

lifelonglearning

| By Bev Novak |

Exciting, stimulating and meaningful learning programs in schools are vital to entice teachers to become lifelong learners.

Apart from updating basic skills, teachers must constantly master new skills and new pedagogy that continue to evolve at an overwhelming rate in a fast-paced world. Rather than having to sit back and wait for learning opportunities to come to them in the form of staff meetings, curriculum days, workshops or conferences, teachers should be encouraged to embrace those many learning opportunities that constantly present themselves in both formal and informal settings.

By developing independent learning skills, teachers will discover a wealth of learning opportunities they never knew existed.

By thinking outside the box, schools can develop alternate program delivery and incorporate resources which are presently underutilised to inspire and ignite a passion for learning, while at the same time developing a school environment in which teachers are eager to learn. In the words of Sir Ken Robinson, “Teachers are the lifeblood of the success of schools…

Investing in professional development is not a cost. It is an investment.” (ow. ly/FXPB1) So taking the time to stop, think and consider the format of learning programs and opportunities given to teachers is really a very worthwhile investment. Adopting even some of the following ideas will impact formal, school-wide professional learning programs significantly.

After all, inspiring teachers to become lifelong learners is what it is really all about!

Creating Time There is no doubt that with the enormous range of teaching and nonteaching tasks facing teachers on a daily basis, teachers are time poor.

With so much to learn and so much to assimilate, it is unreasonable to expect teachers to engage and learn in their

spare time or at the start or end of a busy day or at a conference of just one or two day’s duration. So the challenge for school administrators becomes one of finding time for teachers to play, learn and explore within the confines of the busy working week. Why not schedule learning opportunities into a teacher’s weekly timetable, or employ replacement teachers to provide regular time out for teachers or, more generously, implement term length sabbaticals for teachers to focus on a set of issues more effectively?

Learning on the Job Some teachers have the ‘Alt/Tab’ mentality. In other words, a feeling of guilt overtakes them when a senior member of staff unexpectedly walks into their rooms and catches them playing with a new web tool just discovered or exploring how to create a group on Facebook; so much so that they suddenly click the Alt/Tab key to hide what it is they are really doing.

Taking time to play, learn and explore while at school should be encouraged, not outlawed.

Initiating formal opportunities for individual teachers or small groups keen to explore the same tools within the busy school week would do much to further knowledge and excite interest.

Professional Reading Creating a culture whereby teachers develop an appreciation of how much they can learn by simply reading journals and magazines or digital resources such as blogs, websites and other online sources is long overdue.

The importance of teachers staying abreast of educational literature cannot be overstated. Introducing reading opportunities and having an expectation that teachers will engage with professional literature can have an enormous impact on teaching and learning. Creating time within the day to read, as well as ensuring that teachers learn how to use tools such as RSS readers, curation, bookmarking

080 EDUCATION TECHNOLOGY SOLUTIONS

and note taking tools needs to be addressed.

Social Networking The sharing and collaboration occurring in cyberspace is phenomenal. Without a doubt, social networking is revolutionising how teachers interact with each other and how thoughts and ideas are shared. Teachers need to not only be skilled in using social media platforms such as Twitter, Facebook, LinkedIn and Google+, but must be able to see the incredible value they offer in sharing, problem solving, learning and collaborating with teachers across the globe. If social media is blocked by school networks, the message is clear: open access so that teachers can get on board. Senior teachers from principals down need to act as role models in the use of social media as a tool for professional growth and, in the process, instil an expectation that all teachers engage in professional interaction via social media.

Conference Attendance Interesting and powerful in the capacity to engage and excite interest, the net value gained from conference attendance by both individual teachers and schools can be limited unless time is given for attendees to process, reflect and share new knowledge gained. To address these issues consider: • Group attendance: A minimum of two teachers should attend the same professional conference so they can share and discuss ideas presented and provide an impetus to each other to share acquired knowledge with a wider audience.

• Feedback: Attendees should be required to give written feedback on conferences attended.

• Presentation: Provide opportunities for teachers to share knowledge and insights gained with their colleagues at full staff, department or subject-based meetings. Explore how the popular

concept of TeachMeets could be implemented in a school as a way of effectively sharing.

• Time: When time release is given to attend a professional learning program, a block of time should also be designated for teachers to process and reflect on their new knowledge.

Clearly, the length of time release would be determined by the nature of the session being attended.

• Blogging: Being able to write about and reflect upon experiences had, knowledge gained and thoughts expanded by attendance at professional learning sessions is powerful. Publishing these reflections on a blog invites discussion and input from others. By creating a school professional learning blog, the amount of sharing by and with staff could be enormous.

• Backchannel: Instead of stifling whispered conversations or notes exchanged during conference presentations, encourage participants to use a Twitter hashtag or TodaysMeet.

Short, sharp messages are a powerful way to share ideas. At the end of the conference, a valuable ‘behind the scenes’ conversation will be available for further perusal.

Partnering with Students Teachers need to let go of the belief that they know more than their students.

Much is to be gained by acknowledging the skills and knowledge of students. By tapping into the verve and enthusiasm of tech savvy students, inspirational lessons could be created and provide an impetus to propel teachers along the path of lifelong learning. Consider: • Powerful professional learning for teachers could readily occur.

• By deploying students as ‘teachers’, an incredibly cost-effective, professional learning program could be implemented.

• With an abundance of potential ‘teachers’ from among the student population, one-on-one or small group learning is entirely possible.

• Students demonstrating their knowledge as ‘experts’ could gain the respect of their teachers in a simple, powerful way.

• As students realise they are not just learning, but are teaching, their selfesteem could grow.

• Independent learning could be fostered among both teachers and students as both acquire new skills.

• Engaging students as teachers could indeed be a win-win situation: teachers could learn and students would feel empowered.

• Teachers learning from their students could become role models of the learning process to their students.

• The inevitable ‘levelling’ between students and teachers could create a learning community in which all could confidently explore and experiment.

• By engaging as ‘learners’, teachers could demonstrate, by example, the joy of lifelong learning.

Teacher Librarians For a very long time, teacher librarians have been guiding, mentoring and educating staff and students in schools. The nature of a teacher librarian’s role is far greater than being custodians of school resources and ensuring that resources are wellorganised and easily locatable. A far more important role involves providing guidance and support to library patrons, be it locating resources, advising how resources can be incorporated into lessons or projects, or teaching how to use new resources and tools. As school experts in the use of both information literacy and digital literacy, teacher librarians regularly take a leading role demonstrating how technology can be embedded into the curriculum. Their dual qualifications as a teacher and as a librarian place teacher librarians in the unique position of being able to guide and advise which resources are most appropriate for a given teaching situation, as well as instruction on how resources can be used.

Schools need to take advantage of this very powerful human resource. The experience, know-how and skill among the many talented teacher librarians in schools ensure that they are well placed to be mentors, instructors and leaders of a range of alternate professional learning opportunities, such as those outlined in the article Be Inspired: Become A Lifelong Learner (Novak, Education Technology Solutions, Issue #65 April/May 2015) which aims to guide and encourage teachers on the path of lifelong learning.

Conclusion As determined effort is put in place to create vibrant learning programs that engage and excite the interest of all teachers, schools are encouraged to consider alternate program delivery that incorporates some of the concrete suggestions presented here and in the process reinvigorate the delivery of professional learning programs in which both students and teacher librarians can take on roles as instructors and leaders.

Learning is fulfilling, exciting and exhilarating, filling the learner with confidence to continue experimenting and discovering. Most of all, it is fun!

Creating a learning community which is fired by the enthusiasm of others is a powerful way to move a staff of teachers forward on the path of lifelong learning! ETS Bev Novak has had extensive experience as a classroom teacher, specialist and Head of Library in a variety of school settings where she constantly aims to inspire a love of reading and ignite a joy of learning among students and teachers. Having published widely, Bev also authors two blogs, NovaNews and BevsBookBlog, in which she shares many tips, tools and experiences. Bev actively encourages others to expand, embrace and enjoy their own journey of lifelong learning. You can contact Bev via her blog novanews19.wordpress. com or on Twitter @novanews19

EDUCATION TECHNOLOGY SOLUTIONS 081

TECH STUFF

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082 EDUCATION TECHNOLOGY SOLUTIONS

EDUCATION TECHNOLOGY SOLUTIONS 083

spotlight

Santa Maria College’s Card Solution Cuts Into Print Costs • Challenge: An outstanding and technically

photocopying on campus. However, until last

The solution also comprised optical character

progressive secondary college in Western

year, students were not able to add their print

recognition

Australia wanted to track and allocate its print

costs to the multi-purpose card.

document management, pull printing and

costs. It needed a print management solution

software

(i2Scan)

for

better

remote device monitoring with automated

that could integrate with its existing mobile

The Challenge

card system.

In

2014,

Santa

Maria

toner ordering (Konica Minolta’s OPS Advance College

Business

Monitoring)

Manager, Jim Watkins, decided to find a print

Jim Watkins comments: “The Follow Me

• Solution: Konica Minolta’s solution included

management solution that would integrate

Printing* solution has really improved workplace

PaperCut, i2scan, pull printing and OPS

with the cards. He wanted to include printing

efficiency, encouraging more responsible print

(Optimised Print Services) Advance Monitoring.

charges with the other pre-paid card services

behaviour among our staff and students.

This has enabled the College to monitor the

in order to monitor print costs and adopt best

print use of each department and identify

practice. He explains:

cost savings. It has also begun the process of

It is complemented by the pay-for-print management

software,

PaperCut,

which

“As time went by we knew we were certainly

we chose to track printing and reduce

not printing less. So, last year, it did become a

waste, saving us money. Both are really good

priority for us to start tracking more accurate

products. We have found the accuracy of the

• Benefits: Since the instalment of Konica

printing usage and costs across students and

data recorded really useful. In fact, most staff

Minolta’s integrated business solution, Santa

departments.

and departments were shocked when they

digitising document management.

Maria College has seen significant results in

We really wanted to find a print management

cost control, cost reduction and a decrease in

solution that would integrate with our existing

The combined solution has significantly

print waste.

card system. Konica Minolta were able to

lowered print volumes and delivered cost

clearly demonstrate how they could do it;.”

savings to the college.”

Established in 1938, Santa Maria College is

The

college

was

looking

for

greater

started monitoring their real spend in this area.

Mark Henderson, Konica Minolta Business

one of the top secondary colleges in Western

workplace efficiency and cost control; they

Australia. It has doubled in size in the last

were particularly looking for a solution that

“The solutions we have supplied to Santa

decade and today welcomes 1270 students,

could accurately report the print usage of

Maria College have been tailored to their

including 152 boarders.

each department so that department heads

needs. PaperCut offers cost control for staff

could identify further cost savings over time.

and students and the AirPrint solution we

Consistently in the top 10 performing schools

Development Manager, commented:

for the region, the College ensures it keeps

Watkins adds: “We were impressed by

provided allowed all school stakeholders to

completely up to date with technology to

Konica Minolta’s proven capability to deliver

print via a wireless connection with laptops,

support its program of excellence in education.

this solution and their case was supported by

tablets etc.”

It’s been a 1:1 lap-top school for the past five

strong referrals in the education sector.”

At the same time as the college adopted

years and is rated by Apple as ‘distinguished’

the new, improved print management, they

in its use of personal technology. Its wireless

Solution

felt a hardware upgrade was timely and again

campus has also been highly rated by Cisco as

Konica Minolta provided the college with a

they chose our demonstrably reliable devices.

an exemplar school.

range of solutions and services to help manage

They installed a range of monochrome and

their print environment. Primarily this solution

colour MFDs (24 in total) and one production

for all its students. The cards are in constant

included

printer.”

use because they allow students to travel by

management solution which could integrate

Jim Watkins added: “The multi-function

bus, use the library and to pay for food and

with the college’s existing print swipe card.

devices (MFDs) now installed are equipped

The college has a transport card system

084 EDUCATION TECHNOLOGY SOLUTIONS

PaperCut,

a

pay-for-print

cost

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

with an API communication system which allows the new software to communicate with all devices at the college.”

OPS Advanced Monitoring was a final part of the package. The solution has ensured the college’s consumables supply is always restocked, helping increase their efficiency and streamlining their business processes.

In fact, there has been a 30% reduction in response time for restocking equipment since it was deployed.

Next Steps The next phase of the complete IT solution may be the adoption of Filebound software which will complement the optical character recognition solution installed last year (i2scan). i2scan enables batch scanning. It makes large volumes of scanning easy and also routes files for automatic storage. Already, as part of the print management solution installed in 2014, it has enabled the college to seamlessly import large volumes of documents in one go and has sped up the ongoing data storage process.

By gradually moving all documents to digital

implementation of PaperCut. We’ve also seen

copy, the college is reducing the potential for

a reduction in waste due to Konica Minolta’s

lost information and improving the ease of

environmentally efficient devices and can

document retrieval.

now easily monitor each department’s print usage which helps us to identify where further

The Result

cost savings could be made.”

Since the instalment of Konica Minolta’s integrated business solution Santa Maria

Notes

College has seen significant results in cost

*Follow Me Printing is Konica Minolta’s pull

control, cost reduction and a decrease in

printing solution which gives you the freedom

waste.

to print your jobs from any networked device.

“We are very happy with the results we’ve seen so far;” concludes Jim Watkins. “Our costs

For more information, visit:

have instantly been reduced through the

www.konicaminolta.com.au/education

EDUCATION TECHNOLOGY SOLUTIONS 085

profile

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team members and helps them to work

distribute delegated tasks with automatic

get instant access to all of the awesome iMe

collaboratively with other team members,

email notifications. Schools can also create

features for one event. There is no credit card

stakeholders, staff and parents. It literally

their own email templates for commonly

required for the duration the trial, so iMe can

provides the platform upon which staff and

deployed messages.

be tried completely obligation-free.

Consultation, Setup and Support

schools have everything to win and absolutely

parents can actively engage in activities within the their community.

It is that simple. With a FREE 30-day trial,

As an application built with user needs

The iManage Events team of dedicated,

nothing to lose. Why not create an account

in mind, it sits at the very forefront of

experienced consultants is only an email

now and give it a go?

providing value-added solutions for schools,

away and is available to assist users during the

associations and communities by providing

implementation of the iMe software.

ultimate transparency and accountability to

086 EDUCATION TECHNOLOGY SOLUTIONS

Get onto www.imanageevents.com and create a profile today!

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

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EDUCATION TECHNOLOGY SOLUTIONS 087

showcases EduTECH Best of

2015

INTRODUCTION With Edutech once again upon us, we felt it was time to once again review some of the great new technology making its way into classrooms across the globe. While the following is not a definitive list of the latest and greatest technology, it does showcase a number of innovative solutions we particularly liked and felt were worthy of mentioning. That said, if you cannot find something to suit your needs in the following pages, be sure to visit this year’s Edutech conference where you will find hundreds of education technology solutions from the world’s leading Ed Tech providers.

Hitachi 65” touchscreen - featuring full Mac gesturing

Hitachi, meaning “risen sun” was founded in Japan in 1910 and is a global leader in display technologies. Hitachi has been a major player in the Australian education market for many years. Their ‘Starboard’ Interactive Whiteboard range has been exceptionally popular and they are now building on that success with their Interactive Flat Panel range.

Designed with a clean contemporary white bezel, the smart, new Hitachi interactive flat panel incorporates a host of clever features like 6-touch interactivity, a bright LED backlit anti-glare screen, wide viewing angle and two powerful 15W front facing speakers. It is compatible with the latest Windows and Mac operating systems and has the latest wireless capability along with the option of a built-in PC, which eliminates the need to connect to an external source.

What makes this model particularly exciting is that it features the same Apple Mac gesturing as featured on Mac trackpads.

There are very few models currently offering more than singletouch capabilities for Mac users so this becomes an especially attractive solution for Mac based or multi-platform schools.

Combine this with a 3-year on-site warranty and you have great value solution from a well-known brand you can trust.

For more details and special education pricing contact The Future Tech Co. hello@thefuturetech.co www.thefuturetech.co 02 9227 8600

088 EDUCATION TECHNOLOGY SOLUTIONS

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.

FABLEARN AUSTRALIA 2015 Be part of the digital fabrication education community Friday 3 July, 2015 In conjunction with Stanford University Graduate School of Education, Lauriston Girls’ School will host a dedicated one-day conference about integrating digital fabrication into learning.

Based on its own experience running Australia’s first FabLab@School, Lauriston’s principal and teachers will share techniques and practical applications used in their STEAM curriculum.

Industry experts from Intel Corporation and Cosmos Magazine will discuss technology trends and highlight the importance of growing a community of like-minded innovators.

FabLearn participants will: • • • •

Learn to combine digital fabrication with the curriculum Develop new techniques for teaching STEAM Meet researchers, academics and industry experts Road test fabrication tools including 3D printers, software and laser cutters

VENUE Lauriston Girls’ School 38 Huntingtower Road, Armadale VIC 3143

REGISTER $195 (Incl. GST) fablearnaustralia.com

fablearnaustralia.com.au

EDUCATION TECHNOLOGY SOLUTIONS 89

showcases EduTECH Best of

2015

Acer Aspire Switch 10 Whether you are purchasing for yourself, specifying for BYOD or looking at your school’s next 1:1 Laptop program, the Acer Aspire Switch 10 is a real eye catcher. It comes in 2 parts, one being a 10.1 inch tablet that’s great because it’s only a tiny fraction heavier than the MacBook Air and secondly a keyboard which comes as part of the total package.

In comparison to a lot of the competition out there, we found it was actually really well priced and whether you are heading to class or the café you can be rest assured you are going to look the business because from every angle it’s a really good looking machine. The Acer Aspire Switch 10 is also really versatile because you can use the tablet for presentations or connect it to the keyboard for some laptop style

Watch our review on YouTube at https://www.youtube.com/

computing.

watch?v=N5HfyM1PE2E or visit www.acer.com.au

BENQ - IFP RP790

BenQ welcomes Australian schools to the world of superior high quality 4K resolution with the IFP RP790. Its unique size is 98cm in height and 174cm in length, making it much closer to the standard size blackboard. So whilst BenQ have designed it to literally be the perfect size for the classroom environment, what we are particularly blown away by is the resolution which appears to be 2 or 3 times better than what you’re probably used to with the traditional Interactive Whiteboard.

Another thing that makes BenQ’s new range of flat panels particularly handy for the classroom scenario is the DisplayNote Software which facilitates real-time collaboration across multiple computing and smart devices. This enables students to contribute to the presentation. The Wireless Desktop Control feature allows you to mirror and wirelessly control your PC from anywhere in the classroom which totally frees you up from old school lecture style teaching.

Something else that the RP790 has which makes it really easy on the eyes is anti-glare glass which reduces reflection for more legible text and clearer images which helps students avoid eye strain and helps more effective classroom instruction. The interactive flat panels are also cleverly built with BenQ’s Low Blue Light Technology to reduce harmful blue spectrum light emission which have been associated with eye fatigue and even macular degeneration. The RP790 is basically hasslefree because it is compatible with major operating systems from Windows to Mac and Linux and Chrome, so it will work seamlessly with a wide range of computing and mobile devices – all plug and play and driver free!

To learn more get in touch with BenQ on 02 8988 6500

090 EDUCATION TECHNOLOGY SOLUTIONS

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.

ViewSonic CDE6560T 65” Full HD interactive LED display The ViewSonic CDE6560T is a 65” Full HD interactive LED display solution is ideal for in-classroom teaching, meeting room presentations and more.

The 10-point touch-enabled display, paired with pre-installed annotation software, allows multiple users to simultaneously write or draw on the display’s surface using fingers or stylus. A Full HD screen guarantees crisp and vivid image quality, while 360-nit brightness and a wide viewing angle provide very good visual performance in well-lit rooms. With a built-in dual core processor and 8GB internal storage, as well as integrated versatile connectivity including HDMI, VGA, YPbPr, RS232, RJ45 and USB ports, the display also provides powerful computing for annotation, web surfing and multimedia playback without the need for a PC. With exclusive Flickerfree and Blue Light Filter eye-care technology, the CDE6560T creates a comfortable viewing experience, eliminating eyestrain during long viewing periods. This Energy Star certified display delivers optional slot-in PC (NMP710) capability, offering Windows®8 OS and ViewBoard 2.0 whiteboard annotation software for more computing-intensive applications.

Furthermore, with VESA mountable capability and optional trolley kit, this interactive display provides flexible installation for classrooms and meeting rooms.

For more information or to get in touch, go to www.ViewSonic.com.au

LEADER W230

Here is a tablet and laptop in one, designed to be rugged, drop resistant (perfect for students) and it has a price tag that you are going to love.

Distributed in Australia by Leader Computers, what you get is commitment to technology solutions for the classroom by a true blue Australian company.

The Leader W230 features a 2 in 1 pen and keyboard as well as reversible docking for flexibility in collaborating and creating content.

Built around an Intel Quad Core processor and a 10.1” capacitive panel with lots of memory, (expandable to 1 TB) and with a 10 hour battery life, downtime to learning is eliminated because it’s going to have enough juice to last the whole school day.

The extras are incredible because it comes with Windows 8.1 and a Personal 12 month subscription to Office 365, the Intel Education Software Suite and access to 225,000 educational titles and tools to organise and annotate content. It also comes with a Snap-On magnification lens that works with these tools and 5 Year McAfee AntiVirus plus a 1 year warranty with an easy, hassle free 1:1 laptop program with 3 or 4 year warranty upgrade.

To find out more, get in touch 1300 4 LEADER

EDUCATION TECHNOLOGY SOLUTIONS 091

showcases EduTECH Best of

2015

Griffin MultiDock for Education

Charge iPads, iPhones, smartphones, Android tablets and more, faster and easier and more conveniently than ever before with MultiDock.

Store, charge and sync a whole fleet of tablets in a single location. Link three MultiDock charging stations together and maintain as many as 30 devices from a single host computer.

The MultiDock comes pre-assembled and ready to roll! The Stack provides secure storage for a host computer to manage the contents of all the stored devices and keep them all in sync.

When used with Apple devices featuring the Lightning connector, MultiDock charges these devices at the fastest possible rate, even while syncing. Not only does MultiDock save space, it also gives you all the functionality you need without sacrificing aesthetics – your school is going to look more like a school of the future today, with Griffin MultiDock.

Contact Scholastic 1800 665 774

Labdisc Data Logger

Wireless connectivity, built-in sensors, robust design and 150+ hour battery life means that Labdisc is completely portable and perfect for use in the lab or conducting field experiments.

Globilab software included free with your Labdisc provides advanced functionality such as graphical displays, analytical tools, GPS mapping, multiple vivid meter displays and experiment workbooks. Labdisc also works with iPad, Android, PC or Mac. Contact Pullman Academic info@pullmangroup.com.au

092 EDUCATION TECHNOLOGY SOLUTIONS

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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EDUCATION TECHNOLOGY SOLUTIONS 93

showcases EduTECH Best of

2015

D-Link DCS-6513 Dome Camera

What if you could monitor and reduce anti social behaviour in your school?

To help keep your school, staff and students safe, the D-Link DCS-6513 Dome Camera is definitely worth a look. The great thing about D-Link CCTV cameras is they are developed to integrate in easily with your existing IT network infrastructure.

By leveraging the security technology that D-Link provides your school, you can have peace knowing that you have eyes around the school watching for you, even in the dimmest light. What we really like about the DCS-6513 Dome Camera is that you get instant intrusion alerts 24/7 to a PC, smartphone or any web enabled device. This provides schools of any size a significantly heightened level of security - which is great when you consider the total value of your school’s assets… and of course, the safety of the people in it! The other reason we think

Surveillance camera valued at $529. Plus, the site survey provides

this is worth reviewing is because D-Link has a limited time offer

you with a plan that looks after your school’s security both now

for schools exactly like yours – but you have act fast.

and into the future.

If you book a FREE site survey, quoting the promo code ‘EDUTECH2015’, you could receive a bonus Full HD Mini dome IP

It’s well worth getting in touch with D-Link! 1300 700 100

FUJITSU SCAN SNAP SV600 The ScanSnap SV600 is arguably one of the easiest ways to digitise documents and printed educational content through a futuristic, awesome image capture device that you are really going to love. Say goodbye to the hassle of photocopying

What we really love about the ScanSnap is how quickly it works and how amazingly well its software flattens the arched pages.

The image you get looks crystal clear and

pages from a book for printed page handouts. Say ‘sayonara’

beautifully flat. If you apply what the ScanSnap

to getting those dark, yucky chasms down the gutter line where

can do for the education sector in terms of

the book folds into the spine when you used to photocopy from

reducing your school’s carbon footprint, already

a book the old way.

you’re starting to see just some of the value.

Coming from Fujitsu, a very well known Japanese technology manufacturer, this solution is a big problem solver. This latest version of the ScanSnap has some really interesting applications allowing you to do is scan content from an open book instead of having

That’s why the ScanSnap is rapidly becoming recognised as the ultimate content capture device in schools that use less paper and absorb more of their educational content on laptops and tablets.

Above all, it’s really fun to

to feed pages

use! Get your hands on one

through a scanner

today

or copier one by one.

www.fujitsu.com/au/

094 EDUCATION TECHNOLOGY SOLUTIONS

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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EDUCATION TECHNOLOGY SOLUTIONS 95

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Noticeboards

Epson Interactive Projectors now with SMART Notebook® Collaborative Learning Software in Australia and New Zealand

Epson Australia announced that educators in Australia and New Zealand now have more options for delivering lessons with interactive capabilities for effective learning as their interactive projectors can now be used with SMART Notebook software, the world’s leading collaborative learning software. Under this arrangement, Epson will sell SMART Notebook software through its reseller network, either when purchased with an Epson interactive projector or for existing interactive projector customers, allowing educators to easily select the industry-leading collaborative learning software. Both Epson and SMART will provide customer support for their respective products, giving educators full confidence as they bring more interactivity into classrooms and other learning spaces. This is an addition to existing agreements in the U.S and Europe, where SMART has granted distribution rights for its proprietary collaborative learning software to Epson as part of the company’s software accessibility strategy.

“This collaboration in ANZ underscores Epson’s commitment

to delivering technology tools to teachers that will enhance and transform the education process,” said Craig Heckenberg, Epson Australia’s Business Division General Manager.

“The combination of SMART Notebook software and Epson’s interactive projectors provides educators with the flexibility to create high-impact lessons that bring learning to life.” “With our ongoing commitment to educational software, including developments for both desktop and cloud-based options, we are enabling more natural and effective learning anywhere, anytime on any device both inside and outside the classroom,” says Greg Estell, President, Solutions, for SMART Technologies. “SMART’s strategy is to make the world’s most popular collaborative learning software available to more schools, teachers and students around the world and we are excited to be working with Epson, and its leading line of projectors, as a step towards realising this goal.” Award-winning SMART Notebook software is intuitive and easy to use, allowing students to learn naturally, without the technology becoming a distraction. Educators can quickly create and add relevant and customisable content to their lessons, making them engaging and impactful. Supported by the SMART Exchange™ website, teachers can find resources, share lesson material and exchange tips and success stories about using SMART products in the classroom. With over 65,000 digital resources available in 23

096 EDUCATION TECHNOLOGY SOLUTIONS

languages, teachers have access to images, videos, and pre-created SMART Notebook files and lesson activities correlated to curriculum standards. Epson’s award-winning range of short-throw and ultra shortthrow interactive projectors offer advanced connectivity options to project onto any existing whiteboard, wall or other smooth, light-coloured, hard surface. Epson interactive projectors offer finger-touch2 as well as multi-pen support and built-in annotation technology that allows teachers and students to instantly interact directly with a projected image from a variety of sources beyond the PC, including tablets, smartphones, document cameras, Blu-ray players and more. These cost-effective projectors models deliver a large interactive learning area with variable image sizes from 60 to 100-inches diagonal (WXGA), depending on model and include HDMI connectivity. Shipments of Epson interactive projectors with SMART Notebook software licenses commences from 2nd May 2015 in Australia, with New Zealand to follow shortly thereafter. SMART Notebook software licences will be available for existing Epson customers through Epson and SMART resellers.

For more information, visit www.epson.com.au/products/ interactive/

Unless otherwise expressly stated, the information appearing in this section represents the opinions of the relevant advertiser and does not represent the views or opinions of Interactive Media Solutions or the other advertisers or contributors to this publication.

Internationally Renowned FlipCon Is Coming To Australia!

FlipCon Australia 2015 - a National Conference embracing Flipped Learning for emerging and established flipped educators will be held at Saint Stephen’s College, Upper Coomera, Gold Coast Queensland on Friday 23 and Saturday 24 October with optional Pre-conference Workshops and Boot Camp on Thursday 22 October 2015.

Keynotes will be delivered by Flipped Learning Pioneers Aaron Sams and Jon Bergmann.

Why not flip the whole school?

More and more we are hearing of teachers who are flipping their classrooms. If you can flip a classroom

then an obvious question to ask is whether you can flip a whole school and the answer is most definitely yes!

Given the sound pedagogical practices that underpin flipped classrooms, flipping a whole school is a very attractive and sound educational proposition.

This is where school leaders come in.

Attend this inaugural FlipCon conference to review the theory and practice of flipping a classroom then return to your school with a plan for flipping your whole school.

Flipping is not a gimmick! It is a pedagogical approach in which direct instruction moves from the traditional classroom space to an individual learning space. This

allows the classroom space to be transformed into a dynamic, interactive learning environment where the teacher guides students as they apply concepts and engage creatively in the subject matter – Flipped Learning Network.

Find out more about the program, location, costs and register at ereg.me/FlipConAUS15 or call 1800 760 108.

The conference is jointly presented

by FlippedClass.com and IWBNet.

Education Management Solutions Launches ‘ACE’ the 24/7 Software for Activities Camps and Excursions

Brought to you by the same team that delivers StaffPD to schools all over Australia, Education Management Solutions has launched ACE, a paperless, easy-to-use solution which ticks all of the boxes for managing Activities, Camps and Excursions. ACE is designed with schools in mind to save you time and provide peace of mind through clear and easy design, complete data management securely hosted here in Australia with support and training and with no hidden costs.

Gerald Gieman, director of EMS explains, “We started work on ACE as a direct result of school leaders

Unless otherwise expressly stated, the information appearing in this section represents the opinions of the relevant advertiser and does not represent the views or opinions of Interactive Media Solutions or the other advertisers or contributors to this publication.

outlining their frustration with the excursion management process. They knew how much time we had saved them by using StaffPD; so could we do something similar for activities and excursions? Our ACE solution streamlines the entire excursion management process and is very simple to use. Feedback has been fantastic and our schools couldn’t be happier!”

For more information, contact Education Management Systems info@edumgmt.com.au or go to http://acemgmt.com.au/

EDUCATION TECHNOLOGY SOLUTIONS 097

noticeboards

Noticeboards

SEQTA Acquisition – SchoolPRO Pty Ltd

SEQTA Software and SchoolPRO Pty Ltd are pleased to announce that SEQTA Software will be acquiring the SchoolPRO 2 School Management Software business and assets currently owned and operated by SchoolPRO Pty Ltd. While still subject to certain conditions precedent, it is anticipated that this agreement will take effect on 1 January 2016. SEQTA CEO John Vickers said: ‘As a reasonably young company, we are fortunate that our clients have always been willing to grow with us. SchoolPRO 2

is an entirely redeveloped software package that brings fresh workflows to school administrators and we are excited to bring the SEQTA flavour to SchoolPRO. The addition of a School Administration product to the SEQTA Suite enables us to broaden our product offering to both existing and future clients.

We see only benefits from this transaction for our clients and for existing SchoolPRO clients.’ Paul Svensen, SchoolPRO Managing Director said: ‘As a Founder

of SchoolPRO, it is with great confidence that I will pass our clients over into the care of the SEQTA team. The SchoolPRO Board strongly believes that SEQTA is the right organisation to take the SchoolPRO business to the next level.’ While SEQTA will be closely involved in all key activities between now and the effective date, day-to-day management of SchoolPRO will remain with the existing Directors and management team until the effective date.

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Unless otherwise expressly stated, the information appearing in this section represents the opinions of the relevant advertiser and does not represent the views or opinions of Interactive Media Solutions or the other advertisers or contributors to this publication.

Versatile LED lighting kits Unique joining system with frameless design

PROtog are distributors of professional quality LED lighting from LEDGO. PROtog can offer you a wide range of versatile solutions for almost any project. With LED lights almost as small as a deck of cards, right through to large, broadcast type panels, the LEDGO range of LEDs from PROtog has you covered for the simplest still photography task through to large video productions.

P 03 9015 7250 E enquires@protog.com.au

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EDUCATION TECHNOLOGY SOLUTIONS 099

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