EDUCATORONLINE.COM.AU ISSUE 4.0T
FACING THE FUTURE How technology is transforming Australian education
UPSKILLING FUTURE LEADERS Western Sydney University is upskilling for an exciting new age
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BEYOND THE TEXTBOOK Is there a better way for students to learn?
NAVIGATING THE RISKS How to ensure your school is cyber secure
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ISSUE 4.0T
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CONTENTS
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UPFRONT 02 Editorial
Whether they know it or not, educators are reshaping the world
FEATURES
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GUARANTEEING CYBER SAFETY
Malwarebytes’ Brett Callaughan on how principals can respond to the complex issue of cyber threats
04 Statistics
Schools and technology: a snapshot
06 Technology update
The latest on how technology is driving innovation in our schools
FEATURES 22 From best practice to next practice
Brett Henebery talks to Jane Mueller, principal of Living Faith Lutheran Primary School
SPECIAL REPORT
FACING THE FUTURE
The Educator looks at the exciting ways in which technology is driving new innovations in teaching and learning
FEATURES
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UPSKILLING FOR A NEW AGE
WSU School of Education’s Dr Katina Zammit explains why specialisation is gaining recognition as a valuable asset for teachers
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TECHNOLOGY
The impact of technology on teaching and learning, and how principals can navigate some of the key challenges
FEATURES
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THE FUTURE OF LEARNING
Textbooks are a staple of classroom learning, but is there a better way for students to absorb information?
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UPFRONT
EDITORIAL
You are where it all begins
Y
ou are changing the world. Whatever kind of day you’re having, you should remember this fact the next time you walk into, and later out of, the school gates. Amid the busy day-to-day tasks of school teachers and leaders it can sometimes be forgotten how much of a profound impact the profession has on the lives of children, and eventually adults. The words and deeds of teachers – whether it’s offering a thoughtful compliment or staying back to help a child progress in a particular learning area – can, at the very least, help students overcome stress, low self-esteem and academic obstacles. These words and deeds can also inspire greatness and lead to global transformations. The late Professor Stephen Hawking, who helped shaped humanity’s understanding of the universe, credited his maths teacher, Dikran Tahta,
The words and deeds of teachers ... can inspire greatness and lead to global transformations for his academic success. Former US President Bill Clinton, who oversaw the longest economic expansion in US history, credits his childhood teacher, Virgil Spurlin, with helping him “organise and run things”, and do whatever he wanted to do in life. Similarly, Bill Gates says “there’s no way there would have been a Microsoft” without what his teachers did for him. Today, the Bill & Melinda Gates Foundation donates millions of dollars to expanding educational opportunities worldwide. The list of internationally respected figures whose teachers planted the seeds of success in their minds goes on, but the fact remains: teachers are crafting tomorrow’s leaders, and the role that they play in this cannot be understated. As the new editor of The Educator magazine, I consider it an honour to represent a publication that recognises such an inspirational and impactful profession. When I joined Key Media in November 2014, The Educator was a blank canvas filled with a myriad of possibilities. Nearly four years after its inception, expansion into APAC and 13 print issues, The Educator stands out as a well-respected, high-performing publication that is driving recognition of the teaching profession on a national scale. And this recognition will be taken to an exciting new level in August with the first Australian Education Awards. The awards will celebrate the different ways in which teachers and school leaders are driving educational excellence. In this issue, The Educator looks at the role educational technology plays in this context, and how educators can leverage it to help their schools, and students, thrive well into an uncertain, challenging, but surely exciting, future.
www.educatoronline.com.au JULY/AUGUST 2018 EDITORIAL Editor Brett Henebery Journalist Tom Goodwin Production Editor Roslyn Meredith
ART & PRODUCTION
SALES & MARKETING Marketing & Communications Manager Michelle Lam Business Development Manager Dominic Tusa
CORPORATE
Designer Marla Morelos
Chief Executive Officer Mike Shipley
Traffic Coordinator Freya Demegilio
Chief Operating Officer George Walmsley Managing Director Justin Kennedy Chief Information Officer Colin Chan Human Resources Manager Julia Bookallil
EDITORIAL ENQUIRIES brett.henebery@keymedia.com.au
SUBSCRIPTION ENQUIRIES tel: +61 2 8011 4992 • fax: +61 2 8437 4753 subscriptions@keymedia.com.au
ADVERTISING ENQUIRIES dominc.tusa@keymedia.com.au tel: +61 2 8437 4710
Key Media Regional head office, Level 10, 1–9 Chandos St, St Leonards, NSW 2065, Australia tel: +61 2 8437 4700 • fax: +61 2 9439 4599 www.keymedia.com Offices in Sydney, Auckland, Denver, London, Toronto, Manila, Singapore, Bengaluru
The Educator is part of an international family of B2B publications and websites for professionals in the HR, mortgage, insurance and legal industries
Copyright is reserved throughout. No part of this publication can be reproduced in whole or part without the express permission of the editor. Contributions are invited, but copies of work should be kept, as the magazine can accept no responsibility for loss
Brett Henebery, editor
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FEATURE / BROKER EDUCATION UPFRONT
STATISTICS
EDTECH: A snapshot
TECH ACROSS THE SECTORS
Technology features in every school’s budget, but how are these investments shaping teaching and learning outcomes in the classroom? THE GROWING digitisation of society poses some sobering challenges for schools, and the majority centre around the question: Are we keeping pace with the rapid technological change shaping the future economy and workforce? As schools do their best to adapt and thrive in this uncertain time, ensuring that the integration of digital devices into the classroom supports rather than hinders pedagogy is perhaps most critical.
35%
of secondary and 28% of primary teachers have the support they need
350+
edtech companies are servicing the education ecosystem in Australia
A survey of Australian edtech by Deloitte shows that the highest percentage of edtech organisations are servicing secondary schools and universities.
One of the world’s elite thinkers in creativity and innovation, Sir Ken Robinson, recently told The Educator that schools are still on a journey of understanding the strengths, weaknesses and limitations of digital technologies in the classroom, but tremendous possibilities exist. “It’s a very important development and there’s no doubt in my mind that digital technology will transform education as it has everything else,” he said.
~75%
of Australians use mobile phones to access the internet
~50%
of a total of almost 200 edtech companies surveyed offer solutions for the secondary school sector
Source: Australian Education Technology: Education of the Future Now; Australia Future Unlimited
WHAT THE GOVERNMENT INVESTS As part of the $1.1bn National Innovation and Science Agenda, the Australian government has allocated millions of dollars to funding early learning and school STEM initiatives.
$51m Embracing the Digital Age (school initiatives)
$14m Inspiring STEM Literacy (early learning initiatives)
$4m Digital Literacy School Grants
$1.5m Artificial Intelligence In Schools Source: Australian Government: Support for Science, Technology, Engineering and Mathematics (STEM}
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HOW DIGITAL ARE AUSTRALIAN SCHOOLS? The advent of new digital support resources for schools has prompted many principals to tweak their budgets and invest in technologies that can streamline administrative duties and improve how students learn. However, the trends show a mixed bag when it comes to how schools adopt technology. While the majority of schools (64%) are working towards using mostly online resources, they are still using a mixed approach to online resources and printed text. Textbooks and digital resources remain the starting point of a lesson for most educators. Educators continue to use a range of resources to supplement lessons, particularly videos, websites, practical activities, interactives, images and worksheets. Educators across all segments feel there is more drive than ever before to make greater use of technology in the classroom. Less than one in five (18%) educators are administering assessments digitally on a regular basis. Most (52%) feel confident about the digital assessment process. Lack of familiarity with and access to technology are the main barriers to doing digital assesments more often. Source: Pearson: First Point and Pearson Educators on Learning Report 2016–17
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46.9%
Secondary schools
23.8% Corporate
42.7% Universities
16.1%
Early childhood
37.8%
32.9%
10.5%
10.5%
Primary schools
Language learning
Vocational
Other
[Note: Figures total more than 100% as some respondents focused on more than one sector]
Source: Deloitte: Australian Edtech Market Census 2017
EDUCATION TECH TRENDS
GROWTH OF EDTECH
Just 3% of primary schools have indicated they will be moving towards a 1:1 device ratio in 2018, compared to 13% of secondary schools. Secondary schools are more likely to provide laptops for their students (78% of secondary schools vs 66% of primary schools). Primary schools are more likely to provide iPads (85% of primary schools vs 32% of secondary schools).
The contribution of digital technologies to the Australian economy is forecast to be $139bn by 2020 The domestic edtech market opportunity is forecast to grow to $1.7bn by 2022 Australians are better off by $4,663 per year as a result of digital technology uptake 63% of edtech organisations in Australia have no capital investment
Secondary school educators feel better supported than primary educators (35% claim ‘they have the support they need’, compared to 28% of primary educators). Primary school educators are more likely to lament a lack of support in training or technology (25% of primary educators vs 18% of secondary educators). Source: Pearson: First Point and Pearson Educators on Learning Report 2016–17
Source: Deloitte: Australian Edtech Market Census 2017
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FEATURE / BROKER EDUCATION UPFRONT
TECHNOLOGY UPDATE NEWS BRIEFS Primary school students are tech-savvy too
Joanne Orlando, a senior lecturer in early childhood and education at Western Sydney University, says principals must recognise that technology is just as important in younger year levels as in senior ones. “There’s a tendency for just the older children to use technology, and for the better resources to go to these children,” Orlando said. To even the playing field, she says principals should develop the technological expertise of their teachers in younger year levels and feel confident that younger children can use technology effectively.
Partnership sets sights on STEM education
With reports showing that more than 40% of Australian jobs will be automated in 10 to 15 years, two tech giants recently renewed their partnership to engage thousands of students, teachers and communities in practical STEM education. Questacon – the National Science and Technology Centre – and Samsung Electronics Australia renewed their Technology Partnership for a further two years in a bid to improve STEM education nationally. Over the past three years, the Questacon Smart Skills workshops have engaged more than 23,000 students and 2,000 teachers from 290 schools in Australia.
Banning smartphones not the answer In February, the Federal Education Minister proposed banning smartphones from classrooms, calling them a “distraction” from learning. However, Trevor Furness – an ex-teacher and director at Instructure – says this
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doesn’t address “the real issue of digital transformation failures”. He questioned whether schools were enabling a productive digital learning environment and preparing for ongoing technological changes. “Without identifying the drivers of digital transformation, initiatives often fail to make an impact,” Furness said.
Education system not driving innovation
A new report shows that just 25% of the education and training sector believe the education system helps students become more innovative. This is despite 84% of the sector believing innovation is important. The findings of Canon Australia’s Business Readiness Index on Innovation show that 93% of the sector say communication is the most important skill for driving innovation, followed by problem-solving (88%) and adaptability (87%). The most undervalued skills of employees recognised as important by less innovative companies include digital literacy (46%) and data science (30%).
Video games can improve mental maths skills A new study shows that educational video games can improve children’s mental maths skills. The research by Edith Cowan University involved 236 students aged nine to 11 from seven schools across Perth. They were split into two groups, one using the ‘Dr Kawashima’s Brain Training’ game on a handheld Nintendo DS console and another doing traditional mental maths exercises. According to the study’s authors, Year 4 students who practised their mental maths skills for 15–20 minutes a day using a brain training video game improved their mental maths scores by 15–30%.
An optimal printing solution The Educator speaks to an expert about how schools can save money on printing costs An average K-12 school can spend up to 10% of its annual budget on printing, and as digital as the world has become, paper isn’t going away any time soon. Principals are therefore faced with the challenge of ensuring their schools’ printing costs are low, while not sacrificing the quality of important administrative functions. Fortunately, there are options available for principals to achieve this. Gurbaksh Singh, product marketing manager at Konica Minolta, says that as well as trying to reduce printing costs and eliminate sources of inconvenience that increase operating expenses, schools are also leading green initiatives and want to avoid unnecessary printing. “With mobile devices becoming a common part of the education experience, students and staff want to print from their own devices irrespective of their location,” Singh tells The Educator. “The challenge for schools is to integrate BYOD print support into their existing environment to track printing and control costs.” Singh points out that another important challenge is the need to protect the security and confidentiality of documents, as protecting user data and controlling access in order to protect privacy is a high priority for schools. Singh says that Konica Minolta’s print management solution can help schools reduce printing expenses by up to 30% and improve their environmental impact. “An effective print management solution can significantly enhance the print outcomes for staff and students and let schools monitor usage
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Q&A
at the user level,” Singh tells The Educator. “Secure printing using swipe card authentication means the chance of printing things users don’t need is reduced. Once implemented, the solution can continually help to achieve operational efficiencies and financial benefits.”
“The challenge for schools is to integrate BYOD print support into their existing environment to track printing and control costs” Singh adds that Konica Minolta’s print management solution provides secure printing for students and staff. “Authentication lets the user select the desired print job and delete jobs sent to the printer that are no longer needed, hence reducing wastage,” he explains. “The mobile print functionality supports BYOD printing in a multi-campus network without expensive infrastructure, providing the highest level of security. The reporting capability provides true data to schools to monitor, track and allocate costs to users and charge back to generate revenue.” Singh says further cost savings can be achieved by creating print policies. “These policies can be set to reduce costs related to paper waste, toner usage and printer usage efficiencies,” he says. “Common rules that can save significant costs include converting a singlepage document into a duplex document.”
Putting value creation above profit Stefan Savva Head of ENHANCETV
Fast fact EnhanceTV is an educational video platform that provides access to curriculumlinked content, including tens of thousands of movies, documentaries and TV shows linked to the Australian curriculum. All videos come with year-level recommendations and classifications so teachers can control what students watch. The ad breaks have also been removed.
In the modern, fast-paced classroom, making the most of your time is crucial. From when students walk into a room and sit down to when the lesson is over, teachers have to know that their efforts have been productive. However, with so much information to convey in relatively little time, technology can be a helpful assistant. One such assistant being used by schools is EnhanceTV, an educational video platform that gives teachers and students access to a vast array of curriculum-linked content. Video clips from a library consisting of tens of thousands of age-appropriate movies, documentaries and TV shows linked to the Australian curriculum can be searched and shared, allowing teachers to save time and focus more on teaching. All videos come with year-level recommendations and classifications so that teachers can control what their students watch. The ad breaks have also been removed, allowing students an uninterrupted learning experience. Here, The Educator talks to head of EnhanceTV Stefan Savva to find out more. In your view, what makes EnhanceTV stand out from other video content sharing services in the market? EnhanceTV is uniquely positioned in the market as the only not-forprofit educational video platform. We put learning outcomes ahead of profit, students ahead of shareholders and value creation ahead of revenue generation. This mindset is ‘baked in’ to our business and our culture. Being motivated by improving learning outcomes translates into a service that was designed to meet school needs, and not designed to extract dollars from school budgets. What is the greatest value of EnhanceTV’s resources for school principals looking to improve teaching and learning outcomes in their schools? School principals frequently tell us EnhanceTV provides great value as well as great content. Schools are moving to EnhanceTV because it is less cumbersome than our competitors, better value for money, and the content is more engaging. It’s easy to use and navigate around, and even with slow internet it still works well. Can you share any examples of how your services have seen improved student engagement and/or outcomes? Yiyili Aboriginal Community School, situated in the heart of the Kimberley region of Western Australia, found that the content we were offering really suited their curriculum. Teachers at the school found that video was an effective way to open lessons and introduce new concepts to the students. To get the most out of this platform, the school found that playing a video in class was best followed up with activities, further reading and writing. By doing this, the school saw much better engagement and outcomes as the videos helped students build comprehension of a narrative before the test was read to them.
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SPECIAL REPORT
CYBERSECURITY
Guaranteeing cyber safety in schools Ensuring cybersecurity in the education environment is essential. But how can schools make sure they don’t lag behind? THE INCREASING use of technology in the classroom is widely lauded as a positive development for students and educators alike. Thanks to the internet, modern school students have greater access to knowledge than any previous generation, creating more effective educational tools to build critical skills and encourage collaboration. But this increase in technology has not come without issues. The growing prevalence of online devices in the school environment has also led to a greater risk of malware infiltrating and damaging school networks. Short for ‘malicious software’, malware is often used as a catch-all term to cover a broad range of pernicious computer programs – viruses, Trojans, worms, ransomware, spyware and adware.
Monitoring the real threats Over the last 12 months, much of the public conversation about malware has been dominated by ransomware specifically. Highprofile attacks by ransomware strains such as WannaCry have exposed just how fragile cybersecurity networks can be. Even government agencies have been shown to have
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serious gaps in their security policies, with Britain’s National Health Service temporarily crippled in the aftermath of the attack. While this public conversation has undoubtedly been positive in raising awareness about cybersecurity in general,
highly sensitive data that can be leveraged for a variety of purposes. Additionally, they are extremely open in comparison to most corporate networks, and are often accessed by thousands of staff, students and guests within the space of a single day. With all this traffic, it’s much easier to slip in unnoticed. It’s a situation that places school networks at considerable risk. According to Malwarebytes’ recent State of Malware report, there were more than 90,000 detected malware threats against Australian schools in 2017 alone. Tackling this issue is easier said than done. Schools often struggle to keep up to date with the latest malware protections. Understaffed IT departments, inadequate infrastructure, limited budgets, outdated equipment, and lack of faculty education all stack up to create significant risk factors. Additionally, the rise of the Internet of Things (IOT) and BYOD (or ‘bring your own device’) has meant that an increased number of personal devices are connecting with school networks, across staff and students alike. Not all of these devices have equivalent levels of
“The education sector really is a Petri dish for malware. It’s an environment where a whole host of malware can really flourish” Brett Callaughan, Malwarebytes ransomware is not the main issue facing school networks, says Brett Callaughan, sales engineering manager APAC at Malwarebytes. Rather, he cautions that more insidious threats may be going unnoticed. “The education sector really is a Petri dish for malware,” says Callaughan. “It’s an environment where a whole host of malware can really flourish.” School networks are a particularly attractive target for malware producers, as they contain
security, and the infection of one can lead to malware rapidly spreading through the whole network. This presents one of the biggest areas of risk for security breaches, says Callaughan. “One threat last year that went relatively unnoticed was the Mirai botnet, which leveraged IOT devices to conduct a number of large-scale DDoS attacks,” says Callaughan. “BYOD presents a big challenge for education – devices leave the school environment, which can be very well protected, then pass through
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THE STATE OF MALWARE REPORT an unprotected home or maybe a coffee shoptype environment. Then these devices are brought back into the school network, where users may not even be aware there is an issue until long after the damage is done.” Being aware of cybersecurity is no longer an optional extra for schools either. Australian data privacy regulations demand that endpoints are secure and protected from data leaks and hacks. Since February 2018, amendments to the Australian Privacy Act 1988 also mean that individuals whose personal information is involved in a data breach must be notified if the breach is likely to result in serious harm. Additionally, the Australian Information Commissioner must also be notified in the event of certain data breaches. Schools must therefore operate on a ‘when, not if ’ model in order to defend against prospective cyber attacks; the laissez-faire
During 2017, cyber attacks around the globe saw a significant increase over 2016. Among the statistics:
1,000% increase in ransomware detections in the Asia-Pacific region
Malware detections doubled in the ANZ region
15% increase in adware detections in ANZ region Source: Malware Labs 2017 State of Malware report
attitude possible in the earlier days of online connectivity is now outright irresponsible. “Attackers are moving in a way that even corporates can’t keep up with,” says Callaughan. “Education needs to really consider itself as an enterprise and focus on security more, from a strategic perspective – looking at how fast the attackers move and trying to move along at a similar pace.” Fortunately, there are ways to address these issues. Organisations such as Malwarebytes can
aid schools by providing endpoint protection against known and unknown threats. Offering rapid remediation solutions while simultaneously stopping active threats in Mac and Android devices, Malwarebytes is an easy-tomanage system that also frees up IT teams to deal with other pressing day-to-day tasks.
Peninsula Grammar School One Australian school that uses Malwarebytes as part of its cybersecurity solutions is Peninsula
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SPECIAL REPORT
CYBERSECURITY Brought to you by
CYBERSECURITY RISKS IN AUSTRALIAN SCHOOLS In 2017 alone, Australian schools faced more than 90,000 detected digital threats. Some primary risk factors include: Outdated digital defences Understaffed IT departments Inadequate education for staff and students
the other solutions was black and white. It was impressively effective and simple to manage.” One of Malwarebytes’ primary appeals for Peninsula Grammar was the minimal maintenance required once installed. While many other solutions require time-consuming manual updates, Malwarebytes also provides regular updates as new malware threats become apparent. These updates occur in the background, without needing to shut down the system’s defences in the process. After meeting with the Malwarebytes team to discuss their specific issues and best practice moving forward, the IT team at
“The difference between Malwarebytes and the other solutions was black and white. It was impressively effective and simple to manage”
Email phishing schemes Botnet attacks Malvertising
James Caudwell, Peninsula Grammar
Ransomware Source: Malwarebytes
MALWAREBYTES Malwarebytes proactively protects people and businesses against dangerous threats such as malware, ransomware and exploits that escape detection by traditional antivirus solutions. Malwarebytes Endpoint Protection and Response provides proven endpoint protection with integrated detection and response capabilities via a single agent so education institutions of all sizes can easily protect their endpoints from targeted attacks, thoroughly remediate systems and roll back ransomware. Visit us at malwarebytes.com/FreeSchoolTrial
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Grammar in Mornington Peninsula, Victoria. At this K-12 school, Years 5 and 6 students use school-owned laptops for schoolwork, while students in Years 7 to 12 use their own devices. The IT department is responsible for ensuring these effectively integrate into the school’s network without causing malware issues, while also managing laptops and desktop systems for more than 200 staff. A variety of methods were in place at the school to ensure data security, but these legacy systems were ineffective in preventing malware – in fact, many of the school’s traditional antivirus defences had been
disabled as a direct result of malware being introduced into the system. Matters escalated when students returned after the June holidays in 2016, when many of them returned with multiple malware infections. Fixing these issues became extremely time-consuming, and considerable manual work was required by the IT department to fix issues, install new security measures, and in some cases completely reformat devices. This was an inefficient, reactive model for both staff and students. With this in mind, the IT team sought out alternatives, and Malwarebytes quickly came to the fore. “Previously, we used Malwarebytes only to clean up infections,” says James Caudwell, laptop technician at Peninsula Grammar. “We tried the comprehensive, real-time Malwarebytes Endpoint Security solution, and the difference between Malwarebytes and
Peninsula Grammar deployed Malwarebytes using the Management Console. Via the Management Console, the IT team can monitor top threat levels, produce risk reports and identify other trends. When they see devices with a consistently high level of threats, they can also proactively educate students and teachers on safer ways to surf the internet. The results have been significant since installation. Infections have been reduced by more than 90%, and hours have been reclaimed from time spent by the IT team on manually cleaning infected machines. Perhaps most significantly, when the WannaCry ransomware struck Australia in May 2017, not a single incident occurred at Peninsula Grammar. With protecting sensitive data such a crucial issue now and heading into the future, investing in appropriate cybersecurity is a must for any educational institution.
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SPECIAL REPORT
SPECIALIST EDUCATION
Upskilling for the new age of specialisation Even as school subjects become increasingly integrated with one another, specialisation among teachers is gaining recognition as a valuable asset THE ONLY constant in the education sector is change. Teaching techniques are constantly evolving, the availability of data on the ways students learn is growing, and more effective ways of imparting knowledge to students are being accordingly developed. A notable shift within the last two decades has been the move towards integration of school subjects under one banner. Yet while subjects are being increasingly integrated, specialisation is becoming more highly valued by prospective employers. Although people
tend to gravitate towards a particular area of expertise throughout their careers, doing so in a more formal capacity – such as through post graduate study – can yield tremendous benefits for both the individual and their school. “The expertise they gain can be shared with colleagues in their own school, their cluster, statewide and potentially at the national level,” says Dr Katina Zammit of Western Sydney University’s School of Education. “[Specialist courses] also provide opportun ities to work as specialist teachers, such as in
AUSTRALIA FALLING BEHIND IN STEM
18th out of 50 countries in mathematics
25th out of 50 countries for science
>3% of primary school teaching time is devoted to science Source: Making STEM a Primary Priority, PwC, 2016
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inclusive education. Specialisations in leader ship or leadership and management provide those seeking leadership positions with a qualification that supports their career development.”
Why specialise? Many teachers and education students may understandably wonder whether increased specialisation is necessary for them. With the existing demands on their time, pursuing specialisation may be seen as an unnecessary burden. But this is an overly simplistic view; completion of postgraduate study can greatly expand career options for new teachers and support career development for those already in the workforce. Importantly, continuous training and upskilling are bedrocks upon which modern teaching is built. “Postgraduate studies are very fulfilling personally and professionally,” says Zammit. “It’s a means of expanding on an interest and desire to learn more in a specialty area, with the advantage of gaining a highly valued qualification – a master’s degree or graduate certificate.” In more pragmatic terms, new graduates can also gain an advantage in the workforce. Given the difficulty they often have in securing full-time or substantial blocks of work, additional qualifications may make a key difference in securing a coveted role.
The STEM problem One area in which the increased need for specialisation has been highlighted in recent years is STEM. It’s well known that schools have an ongoing issue with STEM dropout among students, which in turn reduces the future pool of potential teachers. Without developing core STEM skills during high school, prospective teachers are less likely to take up the challenge of teaching in this area. Given the growing importance of STEM education in the school curriculum, this presents a serious long-term issue. While
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many teachers have capabilities in some areas of STEM, specialists are increasingly necessary to ensure that schools in Australia continue to offer a high standard of education. “We know that many students decide that they are not ‘STEM-oriented’ quite early in their school years,” says Professor Kathryn Holmes of WSU’s School of Education. “Therefore working with primary and lower secondary teachers will potentially ensure that students stay interested as they progress to the senior years of schooling.” There are multilayered reasons for the phenomenon of STEM dropout, but one of the most significant challenges is the lack of an agreed understanding of what actually constitutes a STEM education. To some, STEM is an overarching term for the traditional disciplines of science, mathematics, design and technology. However, others take the view that STEM education sits alongside these subjects and should involve a project-based approach to learning. STEM
“The [specialist] expertise they gain can be shared with colleagues in their own school, their cluster, statewide and potentially at the national level” Dr Katina Zammit, WSU School of Education students would be actively involved in designing solutions for real-world, authentic problems in collaborative teams. Holmes suggests both of these interpretations are correct – and, by necessity, both are required for more effective educational outcomes. “My view is that STEM involves both of these approaches,” Holmes says. “Traditional discipline knowledge is essential as a foundation for project-based learning, which can then act as a lever to improve student engagement.” The good news is that many schools are
now actively investing in STEM education, with the aim of retaining students for a longer period, and in turn developing stronger STEM teachers further down the line. But there are also options open to those teachers who haven’t previously considered STEM as an area of expertise. Undertaking a Master of Education (STEM) allows teachers to explore ways of effectively integrating STEM disciplines into engaging learning experiences for students; to learn about new concepts such as computational thinking and how it can be applied across the
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SPECIAL REPORT
SPECIALIST EDUCATION Brought to you by
WHY FOCUS ON CHILDHOOD STEM EDUCATION?
Encouraging interest in STEM is critical at ages 11 to 14
Only one in 10 Year 12 students completed an advanced maths subject in 2014
Around 75% of the fastestgrowing occupations require STEM knowledge Source: Making STEM a Primary Priority, PwC, 2016
WESTERN SYDNEY UNIVERSITY Western Sydney University believes that for the university, the region, our alumni and our students, there exists an unlimited world of opportunity. In the 2018 QS World University Rankings by Subject, Western Sydney University was ranked in the top 200 universities worldwide for education. The programs offered within our School of Education prepare teachers and educators for 21st century schools, preschools and adult learning environments. We believe that the future of education is based on effectively engaging students and teachers in challenging and relevant learning through invigorating and networked communities of learners.
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STEM curriculum, and how to design and conduct research into STEM practices. “This course isn’t focused on solving the issues that we have with a lack of trained STEM teachers, but it is focused on ensuring that we have students coming through to the senior years still interested and engaged in STEM subjects,” says Holmes. In terms of producing additional STEM teachers, WSU also offers a new initial teacher education qualification, the M.Teach (Secondary) STEM. This course is designed to produce future secondary mathematics, science and technology teachers who are also exposed to integrated STEM and projectbased learning. Pre-service teachers in this
only area in need of increased specialisation. Other subjects are similarly crucial to the education of both students and future teachers. “Over the coming years, we expect to see an increased need for specialisation in a number of areas,” says Zammit. “Language teaching is a government priority area in education, and social ecology is likely to require more specialists, given its focus on sustainability, play-based and outdoor learning.” Leadership training is also gaining traction among pre-service and existing teachers. The more schools that have teachers equipped to be future leaders, the better – not to mention the edge it can provide in a classroom situation when dealing with students.
“Traditional discipline knowledge is essential as a foundation for projectbased learning, which can then act as a lever to improve student engagement” Professor Kathryn Holmes , WSU School of Education program establish close links with innovative schools with strengths in project-based learning, which helps to equip them with the on-the-job skills they need. Importantly, both of these courses present an opportunity to develop STEM leadership skills. As an area in urgent need of more teachers, teachers with such qualifications can gain a competitive advantage when job-seeking or looking to expand into leadership roles within their existing schools. “As educators we need to emphasise the transferability of STEM skills and the interdisciplinary connections both within STEM disciplines and with other non-STEM disciplines,” says Holmes.
Expanding the horizon of specialties While shortages in STEM education typically attract the most public attention, it is not the
To meet the professional learning needs of the education profession and others interested in further learning, Western Sydney University offers a broad variety of specialist education across a range of subjects. Courses include leadership, leadership and management, social ecology, inclusive education, STEM education, primary mathematics teaching, primary science teaching, language teaching, and bilingualism (birth to 12 years). Each course presents a significant opportunity for teachers to upskill or venture into completely new areas of learning, which is ideal for future school leaders and innovators. “There will be an increasing need for prospective and current school leaders to acquire a qualification that draws on their capacities, builds their capabilities, and is not solely business focused but also education focused,” says Zammit.
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SPECIAL REPORT
DIGITAL LEARNING RESOURCES
Embracing the future of classroom learning
specific book recommended for each subject. It’s an increasingly old-fashioned idea, one that presents challenges for students as well as teachers. Students who are advanced learners often find themselves left cold and unchallenged by the content presented, while those wrestling with the material can find themselves unintentionally left behind. While no one doubts the importance of the written word or well-vetted sources, it has become increasingly apparent that the traditional of formula of ‘one course = one textbook’ is no longer adequate, if it ever was. Thanks to the internet, students have access to an incredibly diverse range of resources, so why does the classroom experience seem so claustrophobic by comparison?
Textbooks are a staple of classroom learning, but could there be a better way for students to absorb information? EDUCATION IS specifically intended to equip school students with a skill set that enables them to tackle the increasingly varied challenges of the modern world. Rote memorisation of facts is long since passé; rather, critical and creative thinking skills are increasingly needed by the workforce and for navigating day-to-day life. The influence of technology on the modern classroom in enabling this refocusing of core
competencies cannot be overstated. Modern devices such as iPads and smartboards are virtually taken for granted by both students and teachers. In contrast, ageing predecessors of this modern technology, like the overhead projector, have long since been consigned to history. Yet one curious archaism from this period remains – the textbook. Textbook learning is still heavily emphasised in many classrooms, with often a single,
AUSTRALIAN STUDENTS IN 2017
3,849,225 enrolled students in Australia
65.6% of students enrolled in government schools
19.9% enrolled in Catholic schools
4.5% enrolled in independent schools
9,444 schools in Australia
Source: ABS
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Evolving beyond the textbook age Many forward-thinking schools are embracing innovative models to blend these traditional ways of learning with more modern technology. One such option is LearningField. LearningField is a unique and secure digital learning management system for Australian secondary schools, bringing together a breadth of content from the country’s leading educational publishers. Via its subscription service, teachers and students can access more than 14,500 chapters from over 1,300 e-textbooks and interactive learning products. Spanning core and elective subjects from Years 7 to 12, all of the resources featured on LearningField are linked to state and national curriculums. They can also be searched, filtered and assigned easily, meaning there is minimal fuss for teachers and students in navigating relevant content. Importantly, LearningField is explicitly designed with BYOD schools in mind, with e-readers for PC, Mac, iPad, Android tablets and Chromebooks. Integration into existing school systems is also possible. Content can be searched, assigned and read directly in learning management systems that are
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LTI-compliant, including Schoolbox, Canvas, SEQTA, SIMON, Moodle, Blackboard, D2L and Schoology. Additionally, all digital rights management for LearningField content is managed through the Copyright Agency, so teachers are better able to focus their time on teaching, rather than needing to sort through copyright issues for their teaching resources. In practical classroom terms, this presents a variety of advantages for both teachers and students. The broader range of resources available means that teachers are able to better tailor their lessons to classes with mixed levels of learning ability. This effectively creates a virtual bookshelf that the class can draw on. Resources aren’t limited to the school library or by the particular year group of the students – the potential for far more holistic learning is enabled. Parents also have access to LearningField, which keeps them up to date with what their children are studying and provides them with the appropriate tools to
“We could have a broader range of resources available for students immediately, while also providing a far more cost-effective option for parents” Joanne Camozzato, Edgars Creek Secondary College help children with their homework and study. Using LearningField is not a passive experience for students either. Many of the resources and chapters included offer interactive components, while a variety of other features enable collaborative learning in the classroom. Cue cards can be generated, key sections can be highlighted, and notes can be taken in the margins. Students and teachers also have access to a classroom chat function, enabling real-time feedback and conversations about the learning experience. Students are able to stay better engaged,
as they are learning at a level appropriate to their individual needs. Additionally, it’s in a controlled environment, ensuring that students receive accurate information while simultaneously using their critical thinking skills to evaluate the comparative quality of their sources.
Edgars Creek Secondary College Edgars Creek Secondary College is a new school in Victoria that opened in January 2018. Currently, all of its students are in Year 7, with plans for new grades and students
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SPECIAL REPORT
DIGITAL LEARNING RESOURCES Brought to you by
LEARNINGFIELD AT A GLANCE
Access to 14,500 chapters from 1,300-plus textbooks
Resources available online and for download
E-readers for PC, Mac, iPad, Android tablets and Chromebooks
Individual student usage analytics
LEARNINGFIELD LearningField brings together curriculum-linked content from leading educational publishers through to a single and secure online platform. This means that instead of just one textbook per subject, teachers and students can access more than 15,000 chapters from over 1,500 e-textbooks or interactive learning products for all learning areas from Year 7 to 12.
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to be added on a yearly basis. This has meant smart decisions and investments have had to be made, with both the current and future student base in mind. So for college principal Joanne Camozzato, the decision to opt for LearningField over physical textbooks was a simple one. “I’d previously used LearningField in other teaching roles, and immediately saw its potential for Edgars Creek,” says Camozzato. “It meant we could have a broader range of resources available for students immediately, while also providing a far more cost-effective option for parents.” Despite being a relatively new school, Edgars Creek is eager to remain at the
Looking behind the scenes Though it’s only been in use for a short time, Edgar Creek’s adoption of LearningField already appears to be yielding promising results. There have been numerous practical benefits for the children – they don’t have as many bulky books to carry, they are more actively engaged in the course material, and they are better equipped for seeking out high-quality resources when undertaking in-class work and assignments. Beyond its modern take on textbook presentation, LearningField also offers senior staff a wealth of behind-the-scenes data insights. Teachers are able to look at data generated by the program to discover how the
“Teachers need to be willing to adjust their teaching techniques to ensure the best outcomes for their students” Joanne Camozzato, Edgars Creek Secondary College forefront of classroom technology. The school has a heavy emphasis on BYOD for students, encouraging them to learn on the device that best suits them. A robust and flexible learning system was necessary to function across a broad spectrum of student devices – a feature that LearningField was able to deliver. The subscription model also enables schools to receive material that’s relevant to them specifically, without wastage. Additionally, new subjects can be added as they become necessary – a strong selling point for Edgars Creek, given the school’s planned future expansion. “Currently we’re utilising LearningField for five key subjects – maths, science, English, history and geography,” says Camozzato. “However, there have been some teachers who have opted to subscribe to other subjects individually, to aid in creating their own resources for classrooms.”
system is being used at class and individual student level. This enables teachers to look at which students are using it most regularly and deriving the most benefit from it. It also enables them to look at ways to better engage with students who may be experiencing more difficulty. This type of personalised data is key to not only better aiding students but also assessing the performance of teachers. Moving forward, such information may also be used for coaching teachers and furthering their professional development. “Technology is a crucial part of the school environment, and its use is an increasingly important life skill for students and teachers alike,” says Camozzato. “As greater data about the way children learn is gathered, teachers need to be willing to adjust their teaching techniques to ensure the best outcomes for their students.”
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FEATURES
CLASSROOM TECHNOLOGY
Empowering through technology The Educator looks at what the research says about the impact of technology on teaching and learning, and how principals can navigate some of the key challenges
WITH DIGITAL adoption thriving across the K-12 education sector, how can schools ensure they are making the most out of technology that, if used correctly, can be transformational? Some reports have called into question the role of technology in classrooms, suggesting that in some cases it can have the opposite of its intended effect of improving teaching and learning outcomes. A paper published by the Massachusetts Institute of Technology found, for example, that students who use digital devices in class perform worse in exams. Perhaps most worrying for big tech, the researchers suggested that removing laptops and iPads from classes was the equivalent of improving the quality of teaching.
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However, there is also research that warns against removing digital devices from classrooms. One study by the London School of Economics found that banning mobile phones affects students according to their ability. “Banning mobile phones improves outcomes for the low-achieving students … and has no significant impact on high-achievers,” the researchers say. In contrast to the laboratory-style research, this study measured the cumulative effects of internet-enabled classroom technology over the course of a semester, as opposed to its impact on immediate or short-term recall of knowledge. “We want to be clear that we cannot relate our results to a class where the laptop or tablet is used deliberately in classroom instruction,
as these exercises may boost a student’s ability to retain the material,” the researchers say. Studies have also shed light on how technology can impact the ability of school leaders to thrive in their roles. A five-year study by Professor David Lynch from Southern Cross University found that many principals are too distracted by shortterm fads, at the expense of driving sustained positive change in their schools. “Many principals are too focused away from the core business of teaching. They [principals] are absolutely critical for starting this project and sustaining it,” Lynch says, adding that having greater autonomy over decision-making is “critical”. In February, Federal Education Minister Simon Birmingham suggested that schools ban smartphones and other digital devices, which he said were a distraction for students. However, one thing remains clear: in the modern classroom, technology is intrinsic to teaching and learning, whether used by teachers to plan and illustrate their lessons or by students to collaborate and complete classwork. So, how can principals make sure technology works for their school as a reliable assistant, and not against it as an unwelcome distraction? Dr Joanne Orlando, a senior lecturer in early childhood education at Western Sydney University, says that when it comes to how principals approach the topic of technology with their school community, they should be mindful to focus on the positives as well as the cautionary aspects of digital devices.
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Last year, Orlando discovered something peculiar while delivering a series of keynote speeches to senior education leaders around Australia. She found that many schools were allocating a large portion of their budgets to technology, but the recurrent theme of their messaging to parents about technology was markedly negative. “The message principals were giving to parents was that technology was something inherently dangerous. Their information nights and newsletters always focused on cyber safety and other protective elements – not the benefits,” she tells The Educator. “It’s very hard for principals to get parents on board if they’re giving them these kinds of mixed messages. Safety and security is obviously important, but schools need to also focus on the value of technology and how it empowers better learning.” This is a particularly important message
for principals leading primary schools, Orlando says, adding that principals must recognise that “technology is just as important in younger year levels as it is in senior ones”. “There is a tendency for just the older
resources for younger children, who are more often than not entirely capable of leveraging technology to improve their learning. “There is also a limited understanding of what a six-year-old can do on a laptop or
“Safety and security is obviously important, but schools need to also focus on the value of technology and how it empowers better learning” Dr Joanne Orlando, Western Sydney University children to use technology, and for the better resources to go to these children,” she says. From what Orlando has observed over the years, she says schools seem to be providing fewer technology-related opportunities and
iPad, so I think principals should develop the technological expertise of their teachers in younger year levels and feel confident that younger children can use technology effectively.”
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FEATURE / BROKER EDUCATION SCHOOL SPOTLIGHT
LIVING FAITH LUTHERAN PRIMARY SCHOOL
From best practice to next practice Living Faith Lutheran Primary School principal Jane Mueller explains why her school is regarded as an education leader by futurists around the globe
AT LIVING FAITH Lutheran Primary School in Murrumba Downs, Queensland, the educational focus is shifting from best practice to ‘next practice’. Having completed a first three-year phase of innovation within its physical, virtual and cultural space, the school is now moving into a second three-year phase of innovation in the areas of ‘inspiring minds’, ‘illuminating hearts’ and ‘igniting service’. At its core, this means developing the learning landscape with a mindset of a schoolwide approach to growth, as well as an acute focus on acts of service, service learning, and hospitality through community. However, alongside these critical areas there is also a strong emphasis on leveraging cutting-edge technology to equip students with the skills they’ll require once they enter the increasingly high-tech workforce. Living Faith is regarded as a leader in the education industry by futurists around the globe. The school’s senior staff have spoken at London’s FutureFest, the school’s facilities have been showcased at Singapore’s Xperience Asia, and various school staff also speak regularly about Living Faith’s innovation journey, and the philosophy behind it, at events across Australia. Redefining learning Principal Jane Mueller says that, like in many schools, Living Faith students have access to a wide range of digital devices and software, but the meaning and purpose of technology in
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the school setting far exceeds the devices themselves. “Technology in the school setting exists not as an entity in itself but as a tool to reimagine and redefine learning in order to achieve outcomes that were previously inconceivable,” Mueller tells The Educator. In the current age of automation, she says, it is well documented that students need to develop a different skill set than that required in the industrial model of education. “Tech companies are reporting that tech-
our students, who will become the problemsolvers of the future. Technology helps us get there,” she says.
Subjects vs pedagogy While STEM and STEAM have been promoted as subjects of the future, Mueller argues that they are merely an effective and on-trend combination of traditional school subjects. “It is not a magic combination of subjects that will serve our students into the future. Pedagogy comes first,” Mueller says.
“Technology in the school setting exists not as an entity in itself but as a tool to reimagine and redefine learning in order to achieve outcomes that were previously inconceivable” Jane Mueller, Living Faith Lutheran Primary School nical skills and deep subject-matter knowledge are not what will secure applicants a job. After all, evidence shows these skills and knowledge are likely to become obsolete within months,” Mueller says. “Rather, employers are crying out for staff who are adaptable, creative, innovative and globally aware.” She says companies are “seeking employees with emotional intelligence, a growth mindset, grit, and a compassionate heart”. “Our responsibilities, as educators, are to nurture and grow these skills and qualities in
“The design and implementation of learning experiences – grounded in the latest neuroscience research; coming from a deep understanding of how children learn; recognising the heights that can be reached with genuine student engagement and empowerment; and nurturing the skills students need to be the leaders of tomorrow – is where the magic lies.” Mueller says when educators prioritise pedagogy over a subject or rigid combination of subjects, they inspire mastery of concepts and foster the qualities students need in order
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LIVING FAITH AT A GLANCE
Living Faith Primary School opened its gates in 2001
Teachers participate in a forward-thinking professional learning program that encourages risk-taking and prototyping
to be successful in tomorrow’s workforce. “Project-based learning is a proven example of a pedagogy that drives students to rise to the challenges of the future by producing realworld solutions to real-world problems through gateways and feedforward,” Mueller says. “Technology plays its part in helping students to accomplish this. Technology must serve the pedagogy. Always.”
New names for old concepts Issues around cyber safety, cyber bullying, screen time and effective use of search engines are not new but “age-old challenges presented in a digital platform”, Mueller says. “In the traditional sense we might look at them through the lens of stranger danger, social skills, emotional intelligence, power imbalance, resilience, temperament and critical literacy.” She points out that while technology is the tool through which educators see these challenges, it “is not necessarily the vehicle with which these challenges are best confronted”. “The kinds of skills that go to the heart of who we are, skills that are arguably subjective
and unquantifiable, skills that will serve our children for their lifetime – these are the competencies through which we address these concepts that have always existed, albeit manifested in different ways through time,” Mueller says.
Innovative learning spaces Living Faith’s thoughtful use of technology includes inventive furniture, such as balance boards and pedal units, which serves the needs of students with learning difficulties. Classroom fixtures also take into account the positive correlation between physical activity and academic outcomes, such as reading lofts accessible only by scaling a 36-degree ramp with a rope, increasing the heart rate and building upper-body strength. “Our school’s classroom configurations and learning spaces encourage risk-taking, prototyping and collaboration, through innovations such as writeable surfaces, genius bars and community booths,” Mueller explains. “Living Faith’s approach to technology yearns to shape an educational landscape that has the freedom and flexibility to navigate a
The school conducts symposiums for educators from around the world, showcasing its innovative approach to contemporary education and sharing its change management strategy
It has created a culture among staff and students in which feedback has been overtaken by ‘feedforward’, ensuring a focus on individual learning goals and a shared celebration of the successes of self and peers path that is accepting of unknown futures and knows no boundaries.” Mueller adds that the school’s strategy is aspirational and dynamic, and serves to stir up dialogue and action. “It also aims to agitate, to be disruptive and to inspire innovation. Technology serves as a channel through which our school accomplishes unity over uniformity and transformation over transaction,” she says. “Technology helps us shift away from an era of compliance in order to dive into an era of overwhelming engagement and empowerment.”
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FEATURES
OPINION
GOT AN OPINION THAT COUNTS? Email brett.henebery@keymedia.com.au
Educators on the frontline Ian Yip, CTO of APAC at McAfee, explains how schools can ensure a safer online experience for their students DEBATES ABOUT privacy and use of data are at the forefront of Australians’ minds. These concerns carry through to the education sector, and educators play a pivotal role in creating cybersecurity awareness among young people. As the connected world expands into the classroom, it is essential that students should be taught from a young age how to avoid danger by protecting their privacy online. A survey by McAfee revealed that concern around privacy is growing: 54% of respondents said they were more concerned about cybersecurity today than five years ago, yet they took few proactive steps towards protecting their connected devices. While two thirds ranked protection of their identity as the first or second most important cybersecurity concern, a startling 83% did not see protecting their connected devices as a top priority. Further, only 58% of respondents had changed the default password on new devices and regularly changed their passwords. With a lack of awareness of how to protect connected devices, there is a disparity between the privacy level Australians want and the steps they need to take to stay safe. What people don’t realise is that protecting their privacy and the security level of their devices are tied together – you can’t have one without the other. With the current generation of young digital natives, it is imperative that educators step in early to ensure that good cybersecurity hygiene becomes a given, not an afterthought. They need to explain the potential dangers of unsafe cyber practices using relatable examples that demonstrate the implications of risky digital
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behaviours. For example, using easy-to-guess passwords could lead to private photos being accessed and shared without consent, and downloading unknown applications could result in homework files becoming corrupted and unusable. There are several things schools can do to ensure they’re providing students with a safer online experience. One is to educate students
their data is being used. Teachers should stress the importance of not downloading apps from unknown sources, as these may be designed to mine personal information. Another thing to avoid is the use of public or unsecured Wi-Fi, especially when entering personal information online, as it can leave you vulnerable to all sorts of nasty attacks. Students and staff should be encouraged to use a VPN (virtual private network) to encrypt connections and keep their data secure when sharing online. A key educational challenge will be to address the lack of trust between parents and children when it comes to online behaviours, which can lead to children hiding their online activities, putting their online privacy at risk. Ultimately, learning about cyber safety starts at home, and schools should be empowering parents to initiate transparent conversations with their children on how to assess what to trust and what not to trust online, while establishing clear rules. Principals are at the frontline of education around children’s safety, and this responsibility
With the current generation of young digital natives, it is imperative that educators step in early to ensure that good cybersecurity hygiene becomes a given, not an afterthought on the importance of complex and unique passwords when setting up devices and creating new accounts. A combination of numbers, lower and upper case letters and special characters is ideal. Some schools get staff and students to reset their passwords at the beginning of each semester. Schools should also ensure that students keep their software up to date. As soon as software updates become available, they should be downloaded immediately to prevent cyber criminals from taking advantage of security flaws. This is especially important in schools with BYOD programs, as the frequency of updates will vary between devices. Students should be encouraged to always read the privacy terms and conditions of their online accounts so they know exactly how
extends far beyond the classroom. Principals need to set clear standards on acceptable online behaviours and establish a culture of cyber safety. This involves providing ongoing advice to parents on how to ensure their children are practising safe online behaviours at home. However, setting guidelines and policies isn’t nearly as effective without explaining the ‘so what?’ to students; that is, discussing the impact of their online behaviours. This means running sessions that provide tangible examples of safe and unsafe behaviours.
Ian Yip is the CTO of APAC at McAfee, an American global computer security software company headquartered in Santa Clara, California.
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