Education Matters Secondary October 2023

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education MATTERS SECONDARY Oct-Dec 2023

LEADING

O CTO B E

R-D

R 2023 ECEMBE

FROM THE FRONT

AT BARKER COLLEGE

IN THIS ISSUE

Boosting engagement in maths Predictions for Generative AI in schools Meeting industry demand for creativity

A more focused Start experience

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EDITOR’S NOTE

Leaning into education It is a pleasure and privilege to be joining the education sector as the newly appointed editor of Education Matters, in what is our last issue of 2023. As a parent of school-aged children, I can relate to the challenges and rewards of educating the next generation. It’s a topic we touch on in this issue, with US-based author and educator, Dr Gary Stager, who spoke with us ahead of his highly anticipated appearance at EduTECH Australia. One of his most popular themes is that schools have an obligation to introduce children to things they don’t yet know they love.

It’s a theme Barker College Principal Mr Phillip Heath understands as well. He introduced students at Barker’s Indigenous school campuses to the college’s Robotics Program, resulting in a group of students travelling to Texas to compete at an international level. Heath, who also spoke at EduTECH this year, shares his experience on leadership and how the college – which is now fully co-educational from pre-kindergarten to Year 12 – has grown further to include three Indigenous school campuses. The school is leading the way with a model that helps kids celebrate their Indigenous identity at the same time as doing well in NAPLAN and school attendance.

In other initiatives, we sit down with Ms Peta Jeppesen to hear about the isolation she felt as a school principal struggling with burnout. Not wanting to burden anyone with her issues, this led to her starting Beyond the Classroom Australia, an oasis for educators to re-energise, work through challenges in their roles and find a renewed sense of inspiration.

Speaking of challenges, there have been many family discussions at our dinner table about maths, and the importance of a ‘growth mindset’. In this issue, we take a closer look at a new report which shows that relationships and soft skills are more critical to outcomes.

Given Australia is shifting to a tertiary-based economy with high science proficiency required, it’s important to address growing gaps in maths and science. The report, ‘Boosting Student Engagement in Maths’, makes five key recommendations each to teachers and school leaders.

Lastly, good luck to the four music teachers nominated for the Telstra ARIA Music Teacher Award; Hank Lewerissa (QLD), Jessie Copeman (ACT), Peter Earl (NSW) and Sue Lowry (QLD).

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Launched in 2017, the award recognises the incredible contribution of music teachers throughout Australia. By celebrating our music teachers, it also helps shine a light on the importance of music to education and student engagement. Every year the public helps determine the winner of the award, to be announced as part of the annual ARIA Awards ceremony, taking place on 15 November this year.

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That’s a wrap for 2023 – we look forward to bringing you more of the latest news, events and hot topics in education in 2024.

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Happy reading!

Cover Image Barker College students.

Rhiannon Bowman Editor – Education Matters rhiannon.bowman@primecreative.com.au

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Copyright Education Matters is owned by Prime Creative Media Pty. Ltd. and published

by John Murphy. All material in Education Matters is copyright and no part may be reproduced or copied in any form or by any means (graphic, electronic, or mechanical including information retrieval systems) without the written permission of the publisher. The Editor welcomes contributions but reserves the right to accept or reject any material. While every effort has been made to ensure the accuracy of information, Prime Creative Media will not accept responsibility for errors or omissions or for any consequenses arising from information published. The opinions of the magazine are not necessarily the opinions of, or endorsed by the publisher unless otherwise stated. All photographs of schools (including students) depicted in feature articles and advertisements throughout this magazine have been supplied to the publisher (and approved) by the contributing school. All material supplied by schools is done so with the understanding that such images will be published in Education Matters and may also appear on the our website: www.edumatters.com.au.

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contents

SECONDARY OCTOBER - DECEMBER

REGULARS

Editor’s note 3 News

6

ASPA column

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Hot Topic: Boosting engagement in maths

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Principally Speaking

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University of Canberra is seeking primary schools for its STEM program.

The principals’ role is changing, placing greater demand on their emotional management capacities, president Andrew Pierpoint writes.

A new report has shown that the relationships teachers develop with students in the classroom is more critical to engaging students than their level of qualifications in maths.

Barker College Principal Phillip Heath shares his thoughts on leadership and how the school has evolved in his 10-year tenure.

Teacher’s Voice

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The Last Word

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Kogarah High School teacher Philipa Tlaskal dives into the renaissance of chess in primary and secondary schools.

Dr Rebecca Marrone and the very real issue of maths anxiety; Ms Sam Dawes on personalised education through AI; ACARA’s Mr David De Carvalho discusses new NAPLAN proficiency levels.

FEATURES

24 Championing responsible and mindful use of AI XponAI CEO Sharaf Goussous on the harmonious marriage of progressive technology with moral stewardship.

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Australian ed-tech company expands

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Generative AI in schools

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Nurturing the website creatives of tomorrow

Compass has won a state government tender to supply 800-plus Western Australian public schools with school management software.

ClassIn vice president of globalisation Ted Mo Chen issues a challenge to educators and ed-tech providers alike. rok Academy’s website competition teaches students G the principles of HTML, CSS and web design.

34 How can secondary educators meet industry demand for creativity?

Academy of Interactive Technology has trained more than 5,000 students to be leaders of the future in the digital and creative industries.

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The freedom to focus

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A foundation for digital literacy

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Dare to be a rockstar

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Technology is not the enemy

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A record-breaking EduTECH

Lenovo digital solutions are eliminating micro-frustrations that deter the attention of teachers and students.

How JB Hi-Fi Education helped Good Samaritan Catholic College implement an effective digital ecosystem.

When Ms Peta Jeppesen was overwhelmed as a principal, there were few places to go, so she did something about it.

Founder and CEO of Constructing Modern Knowledge Dr Gary Stager sat down with Education Matters to discuss where education is headed.

Record attendance, new education seminars and an eSports competition were among the highlights of this year’s expo and congress.

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NATIONAL EDUCATION NEWS

Calls to implement universal pre-school in all states and territories The Australian Primary Principals Association (APPA) is calling on all Australian states and territories to implement universal pre-school for children across the country.

APPA president Ms Angela Falkenberg said the association welcomed the findings of the South Australian Royal Commission into early childhood that has recommended 30-hours of pre-school for three-year-old’s.

“Early education is a crucial part of a child’s development in preparing them for school, which is why APPA welcomes the recommendations of the South Australian Royal Commission and the intent to positively influence the life trajectory of vulnerable children,” she said.

Falkenberg said the proposed investment in the early years, along with aligned support and services and quality early learning experiences, will benefit individual children and the broader community.

“The number of children who begin school developmentally vulnerable is of concern and the goal to reduce this is most welcome,” Falkenberg said.

The Royal Commission made 43 recommendations to the South Australian government including: • that the state government provides early childhood services directly in some circumstances to address ‘childcare deserts’.

• improving the quality of government school ‘Out of School Hours Care’ service via more direct control by the department of education.

Falkenberg, in applauding the decisive action of the South Australian government in accepting the recommendations of the Royal Commission, said APPA is committed to working collaboratively with both government and community supports and services to ensure all children are set up for lifelong learning success.

“Access to quality early childhood care is a critical step in the development of children and their preparedness for primary school. All children deserve the same opportunities, regardless of background or financial circumstances,” she said. EM

2023 Commonwealth Bank Teaching Award winners announced “Access to quality early childhood care is a critical step in the development of children and their preparedness for primary school. All children deserve the same opportunities, regardless of background or financial circumstances.”

Angela Falkenberg, APPA president.

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Abbey Tamsen (left) and Sara Curtis, both teachers at Marsden State High School in Queensland, received awards.

Commonwealth Bank and national education non-profit Australian Schools Plus have announced the recipients of the 2023 Commonwealth Bank Teaching Awards. The awards recognise 22 inspiring teachers from across Australia for their innovation and unwavering commitment towards shaping a brighter future for students and school communities.

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A 12-month prestigious Teaching Fellowship has been awarded to 12 outstanding teachers who have made a transformative impact in their schools and communities, enhancing educational opportunities for their students.

Valued at $40,000, the Teaching Fellowship includes $25,000 for a strategic school project and a unique professional learning program.

The Early Career Teaching Award also celebrates 10 teachers who have demonstrated leadership and innovation in their first five years of the profession. The winners receive an Early Career Teaching Scholarship valued at $10,000 from Salesforce, including $5000 for professional development and an exclusive learning and mentoring program.

The 2023 winners join a distinguished list of Alumni from seven consecutive years, who have all been nationally recognised as leaders in their field. For more information, visit teachingawards.com.au. EM

Victorian government offers free secondary teaching degrees The scholarships will be available to students who enrol in secondary school teaching degrees in 2024 and 2025.

The Victorian Government will make studying to become a teacher in secondary schools in Victoria free, with scholarships covering the cost of degrees to help boost the school workforce and support hardworking teachers.

Former Premier Daniel Andrews and Minister for Education Natalie Hutchins visited Saltwater P-9 College in Point Cook in September to announce the scholarships, as part of a $229.8 million package to grow the school workforce.

“Teachers change lives – it’s as simple as that.

This will mean one less barrier for Victorians thinking of a career in teaching, and more great teachers for the education state,” Andrews said.

An investment of up to $93.2 million will provide new scholarships to support teaching degree students with the cost of studying and living – joining the Labor Government’s Free Nursing initiative, which began this year to boost the state’s pipeline of healthcare workers.

The scholarships will be available to students who enrol in secondary school teaching degrees in 2024 and 2025, with final payments if they then work in Victorian government schools for two years after they graduate – intended to support around 4,000 future teachers each year.

“The number of teachers in Victoria is increasing and that’s no accident – we’re delivering a range of initiatives that have helped grow the number of registered teachers in Victoria by nearly 5000 between 2020 and 2022,” Minister for Education Natalie Hutchins said.

The total scholarship for students who complete their

studies and then choose to work in government secondary schools will match the HELP fees charged by the Commonwealth Government for Commonwealth Supported Places – $18,000 for a four-year undergraduate program or $9,000 for two years of postgraduate study.

A further $27 million will continue and expand the Targeted Financial Incentives Program – providing incentives of up to $50,000 to teachers from Victoria, interstate and overseas to take up rural, remote, and otherwise hard-to-staff positions in government schools.

An investment of almost $13.9 million will also support a trial of employment-based degrees for undergraduates.

Set to start in 2025, the program will allow people to study and qualify as a teacher while undertaking paid work at a school, while also providing a pathway for education support staff to gain teaching qualifications.

The package supports five key priority areas agreed by all Australian jurisdictions, in recognition of national school workforce shortages, to tackle workforce pressures: attraction, recruitment and distribution, supporting early-career teachers, retention, and career pathways and flexibility.

The investment comes on top of $204.8 million in workforce initiatives in the Victorian Budget 2023/24, and $779 million to reduce the maximum face-toface teaching time for teachers – taking the Labor Government’s investment in the school workforce to more than $1.6 billion since 2019 alone.

For more information, visit www.premier.vic.gov.au. EM

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“Teachers change lives – it’s as simple as that. This will mean one less barrier for Victorians thinking of a career in teaching, and more great teachers for the education state.”

Daniel Andrews, Former Victorian Premier.

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NATIONAL EDUCATION NEWS

Lumination partners with schools to build immersive technology classrooms

A student at Girton Grammar School walks through an Egyptian tomb in Lumination’s Learning Lab.

Four schools in Victoria are partnering with immersive technology company, Lumination, to build state-of-the-art smart classrooms equipped with immersive technology, transforming the way students learn.

Girton Grammar School, Lyndale Secondary College, Catholic Ladies College and St Francis Catholic College have signed on to build, or have already opened, Lumination Learning Labs.

Girton Grammar School was the first school in the state

to open its Learning Lab in July. Principal Dr Emma O’Rielly said she finds it almost impossible to be passive in the Lab learning space.

“In a traditional classroom, it is possible to be passive and disengage from what’s going on. When you are fully immersed in the experience, you are actively engaged,” she said.

Lumination’s new office in Melbourne, equipped with a Lumination Learning Lab, will allow schools the opportunity to experience the space first-hand.

“Introducing immersive technology into schools is vital, but we also want it to give teachers time back, not further burden them,” Lumination’s CEO Edward Carlson said.

“This is why our educational experts work closely with our Lab schools to onboard and support staff, and our LeadMe software makes the Lab easy to use.”

With office locations in Adelaide, Sydney and now Melbourne, the company continues to expand, and has over 30 Lumination Learning Labs open or in progress across the country. EM

Top-ranking school sport for second year in a row revealed

“Introducing immersive technology into schools is vital, but we also want it to give teachers time back, not further burden them.”

Edward Carlson, Lumination CEO

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Riding high on the World Cup performances of the Subway Socceroos and CommBank Matildas, the popularity of football continues to grow with Football Australia’s school programs ranking as the top sport among schools.

The latest Term 2 Sporting Schools statistics have revealed that football has clinched the top rank among school sports for the second consecutive year, reaffirming the popularity of the sport amongst school age kids.

In Term 2, 44,954 students across the country participated in a Football Australia program, contributing to a total of 71,609 participants engaging with the world game for the year so far.

Launched during Term 2, the Festival of Football program proved an instant hit, engaging 8,028 children in its initial roll out. This initiative emerged as the top choice for teacher-delivered bookings across Australia.

The MiniRoos coach-delivered program was the most common package purchase of all programs across Australia.

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Over 2,800 sessions were delivered in a 112-day period across the first two school terms, reflecting Football Australia’s commitment to promoting the sport across the community.

With 64% of the yearly target already achieved in the first two terms, Football Nearly 45,000 students participated in a Football Australia’s school outreach Australia program in Term 2. efforts are looking to take off again on the back of the CommBank Matildas’ FIFA Women’s World Cup 2023 performance on home soil.

This success comes on the back of a bumper Term 1, where football reached 26,655 participants across more than 100 sessions around Australia. EM

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Support Optimal Well-Being

Develop A Healthy Sense of Confidence

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• x1 30-min follow up session with the well-being officer/s

All-inclusive, at $6,050 including GST. Participants will leave the program equipped to confidently navigate challenges and maintain a consistent presence in their professional lives.

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Achieve Your Goals

NATIONAL EDUCATION NEWS

Aussie teachers optimistic about the benefits of AI in the classroom A new globally-researched report reveals almost half (42%) of Australian teachers are optimistic about the benefits of leveraging generative AI tools like ChatGPT within the classroom.

Moreover, there’s a recognition of the significance of AI in preparing students for future careers.

Capgemini Research Institute’s new report, ‘Future ready education: Empowering secondary school students with digital skills’, also found that over half of Australian respondents (55%) acknowledge the importance of interacting with AI in shaping the workforce of tomorrow.

In its report, Capgemini also found that urban educators are proactively integrating technology into their teaching methodologies, giving precedence to digital literacy, and embracing the potential of AI for the future job market.

The report also found urban educators in Australia benefit from access to sufficient learning technologies and reliable internet connectivity; four in five Australian teachers confirm their schools possess suitable digital tools and

Australian teachers recognise the significance of AI in preparing students for future careers.

technologies for effective learning.

The report, based on results of a global survey involving 1,800 secondary school teachers, 4,500 parents of secondary school students, and 900 students aged between 11 and 18 years old, demonstrated Australian urban schools are committed to fostering digital skills. EM

Flinders University launches ‘Cool Brain Hall of Fame’ program “Due to the simplicity of our program, which does not rely on teachers having specialised skills or knowledge to implement, it’s plausible that our program could be made widely available to Australian primary school children.”

Dr Amy Wyatt, Flinders University.

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Flinders University researchers have launched a new program that aims to challenge the attitudes of children towards learning differences.

Funding from Channel 7 Children’s Research Foundation will enable the development of the Cool Brain Hall of Fame, using examples from popular culture to de-stigmatise learning differences in primary schools.

Examples include climate change activist Greta Thunberg (autism), pop singer Billie Eilish (Tourette syndrome), actor Daniel Radcliffe (dyspraxia), singer Pharrell Williams (synesthesia) and Captain Underpants author Dav Pilkey (ADHD/dyslexia).

“While the stories of these people are available online, we want to present them in ways best suited to engaging children, that clearly showcases the value of neurodiversity,” Dr Amy Wyatt of Flinders University said.

The program will be brought to life by the Flinders University Digital Media team as an animated series,

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developed with the help of children with a learning difference. Once completed, the animation series will be presented by teachers in South Australian schools, with Flinders researchers recording students’ attitudes towards learning differences before and after watching the animation series.

“Due to the simplicity of our program, which does not rely on teachers having specialised skills or knowledge to implement, it’s plausible that our program could be made widely available to Australian primary school children,” Wyatt said.

“We believe that providing young school children with access to an engaging, age-appropriate educational resource that draws on relevant examples from popular culture and popular occupations will reduce the tendency of children to devalue and exclude children with a perceived learning difference – and increase self-esteem in children with a formally identified learning difference.” EM

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ASPA COLUMN // ANDREW PIERPOINT

Emotional labour in volatile times THE PRINCIPAL’S ROLE IS CHANGING, PLACING GREATER DEMAND ON THEIR EMOTIONAL MANAGEMENT CAPACITIES TO NAVIGATE DIVERSE SCHOOL DEMOGRAPHICS, OUTGOING ASPA PRESIDENT ANDREW PIERPOINT WRITES IN HIS FINAL COLUMN FOR EDUCATION MATTERS. This article was co-authored by Jane Wilkinson, Lucas Walsh, Amanda Keddie, Fiona Longmuir, Christine Grice and Philippa Chandler.

Andrew Pierpoint has over 38 years of experience working as a secondary level science teacher, Head of Department (Science), Deputy Principal and Principal as well as having several system positions in the support of Principals.

Throughout his career, Andrew has worked in complex rural and remote communities through to large regional and metropolitan schools. He has led communities and reference groups at district, regional, state, and national levels. Andrew’s special interests are the provision of high-quality professional learning for school leaders and improving the wellbeing of school leadership.

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In nations such as Australia, principals are being forced to navigate increasingly diverse and often volatile school settings and communities, arising from issues associated with identity, difference, privilege and marginality in areas such as sexism, racism, homophobia, gendered exclusions, Islamophobia and radicalisation (Howie et al., 2020; Keddie et al., 2018; Wilkinson et al., 2018; Zembylas, 2020).

The COVID pandemic has exacerbated relational tensions in schools, with the highest ever recorded levels of burnout and cognitive stress amongst school leaders (See et al., 2022); record levels of mental health issues for children and youth (Brennan et al., 2021) and rising levels of poverty (Davidson, 2022).

In addition, externally imposed accountability measures have increased principals’ workloads and added to the complexity and scope of their role (Heffernan & Pierpoint, 2021).

These factors, along with increased market competition, have intensified relational tensions within and between individual schools and school systems.

These circumstances are not peculiar to Australia. One in three Australian principals’ health and wellbeing is deemed to be at serious risk (See et al., 2022), a pattern echoed in England (Thomson et al., 2021), New Zealand (Riley et al., 2021a) and Ireland (Rahimi & Arnold, 2022).

The pandemic has exacerbated these stressors in Australia (Longmuir, 2021) and internationally (Hsieh et al.,). In turn, this is

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leading to an exodus of school leaders and a reluctance from teachers to apply for the principalship in Australia (Riley et al., 2021) and England (Thomson et al., 2021).

Public schools in nations such as Australia are particularly vulnerable, for they grapple with a disproportionate number of students from equity backgrounds, including refugee background students with high levels of trauma (Wilkinson & Kaukko, 2020), students with disabilities, and children living in severe poverty (Rorris, 2020).

These intensified social and political volatilities place new demands on principals.

They require principals who can harness community and bridge building skills carried out in increasingly polarised communities.

In addition, they demand the requisite emotional management capacities to navigate diverse school demographics in holistic and socially just ways.

This form of work involves ‘emotional labour’, that is, the capacity to manage one’s emotions and that of others (Hochschild, 2012).

It is a crucial aspect of principals’ work (Beatty, 2000; Blackmore, 1996; Crawford, 2009; Oplatka, 2017). Yet, much remains unknown about the emotional labour of principals (Maxwell & Riley, 2017).

What is known is that the skills required to manage competing demands, and the emotional capacity to switch seamlessly between stakeholder interactions whilst simultaneously impression managing, can impact on health and

Monash University is conducting a national study of Australian principals’ emotional labour.

wellbeing. In turn, this can lead to chronic stress, feelings of burn out and lowered job satisfaction levels (Berkovich & Eyal, 2015; Heffernan & Pierpoint, 2021).

Yet education policies, workforce development/induction programs and principals’ standards are largely silent about this form of labour. This is even though these skills and capacities are indispensable in fostering the kinds of necessary conditions for students, schools and their communities to be healthy and thrive (Walsh et al., 2020).

This is particularly the case for public schools where disadvantaged students are predominantly located and women principals are typically overrepresented given social perceptions of them as skilled emotional managers (MacDonald et al., 2021).

MONASH UNIVERSITY NATIONAL STUDY Monash University is conducting a national study of Australian Principals’ emotional labour.

This project investigates the intensified emotional management workload demands of the principalship required in current socially volatile times. Funded by the Australian Research Council (ARC) and running from 2 023-2025, it aims to: (a) capture concealed aspects of principals’ emotional labour (via principal testimonials on a national website, focus groups with key stakeholders); (b) map this labour in its granularity and specificity through in depth case studies of practices of principals’ emotional labour in Australian government schools; and (c) generate new understandings of the moral and ethical complexities of this labour and the conditions that enable and constrain principals’ practices in this area.

The study has begun with a survey of these emotional complexities of principals’ work. It provides a chance for principals in public schools

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to tell their stories about how these demands are impacting the nature of their work. It will provide new understandings of the changing nature of the principals’ role when it comes to these emotional demands.

A publicly available website that curates, in de-identified form, some of the principals’ stories will give the public a glimpse into the new emotional intensities of principals’ work. It aims to build public, media and political awareness of principals’ day-to-day emotional challenges. EM

If you are a principal in an Australian government school, Monash University want to hear from you. To share your story, go to https://www.monash.edu/ education/research/projects/schoolprincipals-emotional-labour-in-volatiletimes A full list of references will be available in the online version of this article.

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HOT TOPIC // BOOSTING ENGAGEMENT IN MATHS

Relationships, not qualifications, key to better maths outcomes A NEW REPORT HAS SHOWN THE RELATIONSHIPS EDUCATORS DEVELOP WITH STUDENTS IN THE CLASSROOM IS MORE CRITICAL TO ENGAGEMENT THAN THE TEACHER’S MATHS QUALIFICATION LEVEL. TEACHER CLEO WESTHORPE DISCUSSES THE IMPLICATIONS OF THE REPORT’S KEY FINDINGS.

REPORT MAKES RECOMMENDATIONS Only one third of maths teachers in Australia have specialist qualifications but fortuitously – given teacher shortages and mooted exits – a new report shows that relationships and soft skills are more critical to better outcomes in maths.

The report, ‘Boosting Student Engagement in Maths’, commissioned by the Australian Association of Mathematics Teachers (AAMT), found that relationships and soft skills from maths teachers led to a better level of student engagement in the subject.

Given 35% of teachers have flagged leaving the profession in five years, a shortage of specialist maths teachers has been a concern for many in the education sector, with only a third of maths teachers having a specialist qualification in the subject.

School teacher and co-founder of student feedback company Pivot, Ms Cleo Westhorpe, says the survey highlights how the ability of teachers to set high expectations for their students while at the same time boosting their confidence is key.

“Many students get discouraged in maths classes when they feel intimidated or lost. Our research shows that those teachers who invest in getting to know their students, promote collaboration in the classroom, and actively seek feedback on their students’ learning experience are highly effective,” she says.

The report ‘Boosting Student Engagement in Maths’ makes five key recommendations,

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Pivot co-founder Cleo Westhorpe.

including expanding teaching strategies, focusing on relationships in the classroom, and taking on board student feedback in terms of what’s most effective.

Alternative strategies teachers might employ include using narrative to connect maths to topics of wider every day interest and grouping students at similar ability levels for the completion of projects and assignments.

Mr Allan Dougan, CEO of AAMT, commended the report’s recommendations.

“The decline in student participation rates in maths over the last few decades has been stark with year 12 participation in higher level maths dropping below 10% for the first time in 2022. We need to do something to arrest that,” he says.

“Engagement is critical to retaining that interest in and focus on maths and

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sciences and we commend this report and its recommendations to school leaders and teachers.”

BUILDING ON PREVIOUS RESEARCH Pivot was founded in 2014 to provide educators with evidence-based feedback they can use to improve their teaching.

For this research project, Pivot joined with the Australian Association of Mathematics Teachers and Australian Mathematical Sciences Institute to study how maths teachers can improve students’ engagement in maths learning.

It surveyed 80 maths teachers and 2,500 of their students, looking at which factors drive the development of strong relationships, the setting of high expectations for learners, and the fostering of positive classroom environments that encourage creative and critical thinking, student autonomy, and a proactive mindset.

The research also sought to investigate the relationship between teachers’ views on school support for professional learning and a range of other potential factors affecting their teaching practices and students’ perceptions of teaching.

An extensive literature review, desktop research, and statistical testing have shown that great maths teaching has a foundation in: • s trong relationships between teachers and students • t eachers having a broad, well-developed pedagogical toolbox; and

Recommendations for School Leaders 1. A cknowledge, endorse, and reinforce positive beliefs and mindsets.

2. C onsider intentional efforts to support the development of strong relationships in the maths classroom.

3. R eview and refine how teacher time is allocated and used, with a focus on ensuring time is targeted towards supporting teaching and learning.

4. F ocus professional learning and support around diagnosed (and teacher inputted) needs and interests.

5: Leverage student surveys as a positive predictor of better teaching and learning outcomes, and in particular a leading indicator of quality relationships and rapport.

Source: Boosting Student Engagement in Maths

A survey of 80 maths teachers and 2,500 of their students found that relationships and soft-skills led to a better level of student engagement.

• the critical influence that classroom and school culture have on students’ learning.

The findings of this study build on Pivot’s original research in 2019 with 986 maths teachers and 27,775 student survey responses, titled ‘Learning from the best: what makes an excellent teacher of mathematics’, which explored the attributes and training of top teachers in maths.

Like its earlier study, its latest research identifies a series of practical steps that teachers and school leaders can take to build student engagement in maths learning.

Amongst many elements highlighted by the research, Pivot co-founder Ms Cleo Westhorpe says the spotlight remains on the importance of building a connection with students to support a strong learning.

“From this foundation, we build a learning partnership with our young people that models high expectations, an investment in student

“Students are encouraged and motivated when their teachers provide and offer care, interest and respect for all students in their classroom and wider learning community.” wellbeing, and a focus on learner growth and effort to develop positive attitudes and aptitudes for learning,” she says.

“These strong, positive and permeating relationships are conducive to learning growth through the creation of a classroom climate geared for learning. Students are encouraged and motivated when their teachers provide and offer care, interest and respect for all students in their

education matters secondary

classroom and wider learning community.”

Westhorpe knows from experience that maths classrooms can be unique ecosystems, weighed down by student – and sometimes teacher belief – that they ‘can’t do maths’.

“Often this is a perspective supported by parents and carers who hold this same belief, but we believe there is definitely space to challenge these views and ‘unlearn’ behaviours, and adjust the negative associations and emotions that can alter perceptions of numeracy learning,” she says.

Westhorpe is a self-confessed ‘big fan’ of British writer Jo Boaler’s work, which builds on American psychologist Carol Dweck’s ‘growth mindset’ approach, which can be applied to maths.

“Like all subjects, maths is and can be fun, creative, challenging and joyful. Working through a mathematical mindset, and breaking down some of our community and self-perceptions of

15

HOT TOPIC // BOOSTING ENGAGEMENT IN MATHS

August 2023

BOOSTING STUDENT ENGAGEMENT IN MATHS:

The report ‘Boosting Student Engagement in Maths’ makes five key recommendations each to teachers and school leaders.

mathematics, can truly boost engagement for our diverse learners,” she says.

In classrooms, Westhorpe says, this looks like emphasising ‘open’ versus ‘closed’ approaches to teaching mathematics, communication that reinforces high expectations, process over product, and progress over performance to reduce maths anxiety and support higher levels of motivation, engagement and achievement, she adds, citing Boaler’s 2019 and 2021 published works.

NEXT STEPS In Westhorpe’s opinion, the report points to important next steps for educators to consider as a teaching profession.

Firstly, she says, while student perception surveys shouldn’t be taken as an outright proxy for teacher impact on student achievement, teachers are still one of the most, if not the most, important in-school factor impacting student learning growth.

“Surveys can be seen as a valid and reliable tool for gathering and providing feedback on teaching quality and can provide us, as educators, with valuable feedback on what’s working well in our classrooms to support students’ learning,” she says.

“Targeted questions reveal specific areas for practice focus and improvement, and feed into self-reflection, observation, coaching and

16

mentoring cycles to help us grow as educators.”

Student surveys, Westhorpe adds, also give Recommendations for Teachers teachers direct feedback on particular elements 1. Focus on relationships in the maths of the teaching and learning experience from a classroom. students’ perspective.

2. Explore and expand the repertoire of “They [student surveys] encourage frequent teaching strategies in the maths classroom conversations about how to direct or redirect the to include more open-ended tasks, choicelearning where all parties – both students and based activities, and varied grouping teachers – have a stake in the outcome.” structures for student collaboration.

Secondly, Pivot’s research highlighted the 3. When engaging in professional reflection and crucial nature of collective efficacy in schools. planning, consider and connect your efficacy, “New Zealand educator John Hattie describes expectations, relational orientation, and this as one of the top influences on student openness to learning. achievement. Fostering workplaces where 4. Use student surveys as a strong source of colleagues and leaders collaborate, share wisdom, feedback on teaching practice, including support each other and feel they are part of a but not limited to understanding how well functional team working towards a shared goal students are feeling supported and how well Boosting Student Engagement Mathsare being met in the classroom. will yield the reflective glow of positive learning theirinneeds impacts in the classroom,” Westhorpe says.

5. Be a collegial contributor.

“Professional learning communities, Source: Boosting Student Engagement in Maths education research reading circles, or crossdisciplinary planning: we believe that every series featuring experts from the Australian teacher in every school has the opportunity to Exploring relationships between the factors Association of Mathematics Teachers, play a vital role in shaping the quality of others.”

4 includes a bivariate correlation analysis of direct relationships Sciences between the key factors Australian Mathematical Institute The release Table of ‘Boosting Student Engagement investigated in thisbystudy.

These relationships analysed in the sections that follow. andare Pivot researchers. in Maths’ is being accompanied a webinar EM

Table 4 Factor correlations (bivariate) Resources and professional support

Teacher selfefficacy

Collective Teacher efficacy

Teacher expectations

Relational orientation

Self-reported mathematical pedagogies

Pivot survey results

Resources and professional support

1

.50*

.56*

.25*

0.23*

.35*

0.02

Teacher selfefficacy

.50*

1

.49*

.26*

.35*

.38*

.03

Collective Teacher efficacy

0.56*

.50*

1

.22*

.12

.31*

-.17

Teacher expectations

.25*

.26*

.22*

1

.30*

.40*

.10

Relational orientation

.23*

.35*

.12

.30*

1

.46*

.36*

Self-reported mathematical pedagogies

.35*

.38*

.31*

.40*

.46*

1

.04

Pivot survey results

.02

.03

-.17

.10

.36*

.04

1

* results significant at p <.05 level

P

Table 4: Bivariate correlation analysis of direct relationships between the key factors investigated in the study.

Source: Boosting Student Engagement in Maths, page 18.

Teacher self-efficacy and collective teacher efficacy

Efficacy emerged as a key factor in this study. Both teacher self-efficacy and collective education matters secondary

teacher efficacy were significant predictors of nearly every other teacher survey factor, including teacher expectations, relational orientation, and self-reported use of mathematical pedagogies. Although the two types of efficacy belief were distinct from each other, they were significantly related to each other, a finding consistent with a number of previous studies (Caprara et al., 2003; Skaalvik & Skaalvik, 2007; 2019). Some researchers have argued that

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PRINCIPALLY SPEAKING // BARKER COLLEGE

Barker College recently completed its transition to become fully co-educational from pre-kindergarten to Year 12.

Leading from the front BARKER COLLEGE PRINCIPAL PHILLIP HEATH RECENTLY SPOKE AT EDUTECH ON HOW TO INCORPORATE MASTER PLANNING WITHIN A SCHOOL’S CULTURAL MILIEU. HERE, HE SHARES HIS THOUGHTS ON LEADERSHIP AND HOW THE SCHOOL HAS EVOLVED IN HIS 10-YEAR TENURE.

WHAT DISTINGUISHES BARKER COLLEGE? There are two distinct differences at Barker College. One; it’s a school that deliberately and intentionally allows people to thrive in a holistic sense – emotionally, physiologically, physically, academically. Two; we have a firm coeducational identity. Everybody can find a place and thrive irrespective of interests, skillset or capacity. We’re committed to that in a way that brings young men and women together for the proper expression of human interaction and identity.

18

WHAT IS THE HISTORY OF THE SCHOOL AND ITS PHILOSOPHY TO GUIDE STAFF AND STUDENTS? Established in 1891 with 18 students enrolled, the school was named in memory of the second Bishop of Sydney, Frederic Barker. In 1905, it was purchased by William Carter, who would remain the headmaster until his retirement in 1929. He developed the school magazine ‘The College Barker’, introduced the striped school blazer that is still worn today by senior students, and introduced the school crest.

education matters secondary

Carter transferred ownership of the school to the Anglican Church in 1919. Barker College junior school was created in 1944 and in 1975 it became the first independent school in Sydney to introduce co-education. In 2022, the school completed the transition and is now fully co-educational from pre-kindergarten to Year 12. Barker has grown further to include three Indigenous school campuses; Darkinjung Barker on the Central Coast opened in 2016, Ngarralingayil Barker in the Lower Hunter opened in 2020, and Dhupuma Barker in

“Don’t see staff as an object to manage, but as an enormous asset of strength in the life of the school. They’re not a cost overhead.

They’re a vital part of building the culture of the school.” northeast Arnhem Land opened in 2021.

The school motto, Honor Non Honores, in translation is ‘seek honour above rewards’.

WHAT ARE THE MAIN HIGHLIGHTS IN YOUR OWN CAREER, AND WHAT ATTRACTED YOU TO THE ROLE OF PRINCIPAL AT BARKER COLLEGE? I’m the ninth principal of the school in 133 years, and have been here for 10 years. Previously, I was principal of St Andrew’s Cathedral School in Sydney’s CBD for over 14 years, and then principal for five years at Radford College in Canberra.

Barker College was kind enough to invite me, and I felt I could make a contribution. There are fabulous schools in Australia, and I’ve been privileged to serve in three of them.

Barker College is now fully co-educational, from pre-kindergarten to Year 12 – managing that growth has been one of the highlights of my career. There

was very strong interest in a fully co-ed school in Sydney and we were very pleased to take up that opportunity. It has meant growth and it’s been an exciting challenge to maintain our culture without losing our soul as we grew.

We’ve made a conscious approach to personalising all experiences at the school, to avoid the kind of mechanisation that often goes with growth. Instead, we’re making sure that it remains personal, on a human scale and celebrating the life of an individual. We’ve worked hard intentionally on building our culture.

IN WHAT WAYS DOES BARKER COLLEGE TAKE STEPS TO FOSTER A SENSE OF COMMUNITY ON THE SCHOOL CAMPUS? I deliver hand-written birthday cards every morning to every student, without fail. If their birthday falls on a Saturday, I deliver their card on Friday

Barker College Principal Phillip Heath is the ninth principal of the school in its 133-year history.

(or Monday, if their birthday is on Sunday). I go into their classroom, to their desk, to give them a personal greeting. With a student population of 2810, it’s a lot of birthday cards. If their birthday is in the holidays, I post it to them. Nobody misses out.

I also encourage senior staff to attend Barker College is renowned internationally for its Robotics Programs and competes at the global level.

education matters secondary

19

PRINCIPALLY SPEAKING // BARKER COLLEGE

everything that the students are doing to build personal connections with students and to celebrate their moments. Those are small things, but in some ways, they’re not. It’s about breaking down the remoteness of the office; I could be doing an awesome job but never leave my office, and that to me would be a missed opportunity.

Leadership is chiefly about influence, and you can’t influence if they don’t know you.

WHAT ARE THE SCHOOL’S MAIN PRIORITIES NEXT YEAR? I spend about 50% of my time on the ‘now’ and 50% on ‘over the horizon’. In terms of the future, we’re looking at starting a special interest school for the children of refugees (kindergarten to Year 10) as early as next year. In my view, the existence of schools like Barker cannot be taken for granted into the future. We have to contribute back to the national interest. Refugee education is a big

challenge that the country faces, and it largely rests on the shoulders of government schools – it’s time our sector got involved.

We also want to continue our work in northeast Arnhem Land and start a high school up there.

We’re working hard towards that and it’s going to take our attention in the next little while.

We want to be one of the great co-ed schools of the southern hemisphere. We want respectful relationships between young men and women growing up safely and securely together comfortable in their own skin, and their own identity. When people think about co-ed done really well in the southern hemisphere, if not beyond, I want people to think of Barker.

WHAT TRAITS MAKE FOR AN EFFECTIVE LEADER IN EDUCATION TODAY? I’m influenced by two American researchers from the late 20th century who talked about cultural

Barker College principal Phillip Heath with students and staff at Dhupuma Barker in northeast Arnhem Land.

20

education matters secondary

and symbolic leadership. In the leadership space, be focused on doing the things that pre-eminently only you can do and that build culture. Identify those things in the school that you think need to grow, or strengthen, and then don’t waste your shot.

Get involved. If you go to watch a concert or a basketball game, it matters that you’ve gone. If you favour one aspect of school life over another, everyone will see that. Spread yourself out across as many of those experiences. You need to have a genuine interest in how everyone is going.

INDIGENOUS EDUCATION IS A MAJOR PART OF THE BARKER COLLEGE IDENTITY. HOW HAS THAT EVOLVED? In conversations with local community, an opportunity arose to start co-ed kindergarten to Year 6 schools on country where community was, bringing a Barker experience to Indigenous

kids, using disused government primary schools.

The schools had closed and we took them over, paying a peppercorn rent for them. Darkinjung Barker opened in 2016 on the site of the original Yarramalong Public School. Ngarralingayil Barker opened in 2020 on the site of the former Wollombi Public School.

The third school, Dhupuma Barker, opened in 2021 in partnership with the Yothu Yindi Foundation and the Gunyangara community in northeast Arnhem Land. There was an underutilised government school annex that we took over and we’re about to turn that into a high school – building work has begun on a permanent school. Creating a leadership capacity amongst the Yolŋu people is very important. That’s part of the big idea going forward.

This kind of Indigenous education model is about reaching out instead of bringing in boarding students. We close the gap before it opens. We work with families, and help kids celebrate their Indigenous identity at the same time as doing well in NAPLAN and school attendance.

WHAT ROLE DOES THE ROBOTICS PROGRAM PLAY IN THE CURRICULUM AT BARKER COLLEGE? This year is our 10th anniversary of our Robotics Program. In all humility, Barker is renowned internationally for robotics and we compete at

A team from Dhupuma Barker in northeast Arnhem Land prepare to compete in a robotics competition.

the global level. We represented Australia in an international robotics competition in Singapore in September. We’re up against the best in America where there is heavy resourcing, and we compete very well against them, despite the fact that most of the competitions are in the United States or Canada, and all of them use empirical measurements or instruments. We also have to take the robot overseas piece by piece and rebuild it when we get there.

We’ve also introduced robotics to Dhupuma

Barker College principal Phillip Heath with students.

education matters secondary

Barker in northeast Arnhem Land. This year, we took a team to Dallas, Texas to compete in the VEX Robotics World Championship. They came straight out of remote Australia, the only Indigenous team in the world to qualify for the World Championship, having placed fourth in the Australian National Championship, and got ranked about 40th in their division in the world – a phenomenal achievement.

WHAT LESSONS COULD PRINCIPALS OR ASPIRING EDUCATION LEADERS LEARN FROM YOUR EXPERIENCE? The centre piece of any school is its students.

But I would add one more thing, and that’s something that I’ve learned over the last 10 years, and particularly at Barker; the more you care for and support your staff (both teaching and nonteaching), the better the students will enjoy the school. Getting that right, and caring for people so that they feel safe and supported to do their job, is emerging as one of the biggest challenges.

Don’t see staff as an object to manage, but as an enormous asset of strength in the life of the school. They’re not a cost overhead. They’re a vital part of building the culture of the school.

The staff at Barker continue to inspire and uplift the whole community. At Barker, the headcount is over 1,000 staff – but the teaching staff is between 350 and 400. EM

21

TEACHER’S VOICE // PHILIPA TLASKAL

Gen Z checking into chess KOGARAH HIGH SCHOOL ENGLISH TEACHER PHILIPA TLASKAL DISCUSSES THE RENAISSANCE OF THE ANCIENT GAME OF CHESS THAT IS TAKING HOLD IN PRIMARY AND SECONDARY SCHOOLS ACROSS AUSTRALIA. At a time when school students are criticised for their Tik Tok video length attention spans, the 1400-year-old game of chess has never been more popular in Australian schools.

Srijan (15), Chess Captain at Kogarah High School (KHS) in Sydney’s south-west, puts the surge of interest amongst his peers down to a combination of lock-down boredom, the hit Netflix series (2020) The Queen’s Gambit, and the former longtime reigning world champion Magnus Carlsen’s accusations of his opponents cheating on bathroom visits with cameras hidden in their shoes, which riveted the media.

With the World Chess Championship just wrapping up in Azerbaijan, a record 11.4 million hours of games were viewed and a first ever Chinese World Champion, 30-year-old Ding Liren, was crowned. One billion games were played on chess.com in February this year – about 2.8 times more than what was played at the same time last year.

In Srijan’s experience, social media influencers are the greatest reason why chess

22

Philipa Tlaskal, Kogarah High School.

is a new-found passion for school students, starting at primary school and flowing into their secondary education. Influencers like Gotham Chess, who produces hilarious instructive videos, and Hikaru Nakamura – a Grand Master at age 15 with his audacious gameplay, memes

education matters secondary

and reacts – make the chess world more of a magnet for young people.

Mr Brett Tindall, owner of the Sydney Academy of Chess, credits migrant families who “want their kids to be smart” with the upswing of interest. “Previously, there was a huge drop off in participation from keen primary school students to high schoolers but now that has levelled out and students are continuing through to high school and beyond.”

Toula Kohilas, Librarian at KHS, has bought 10 new boards this year and says the library is taken over every lunch time with students playing chess. Srijan is keen to play other schools through tournaments run by the Sydney Academy of Chess and he’s to make chess matches faster and more competitive at his school using timers.

Speed of play is key in making the games more attractive to young people. Adrenalinfuelled ‘Blitz’ chess games are 10 minutes or less and ‘Bullet’ game players have three minutes each for a 40 move game.

Never has chess been more accessible

Speed of play is key in making the games more attractive to young people.

to be played on phones on public transport or late night in bed. The addition of a computer commentator like Gotham who can tell a good or bad move and can point out mistakes, makes the once slow game as engaging as a footy match.

KHS Chess Club Coordinator Nick Grose is excited about the explosion of interest in chess since about midway through last year. “I think one of the pleasing things to see is that students, who you wouldn’t typically expect, have deep chess acumen and ability,” he says.

“Also, our students from the Intensive English Centre (IEC – especially our new Ukranian arrivals) are able to transcend language barriers by playing chess. If KHS kids can concentrate on chess, then they can have success elsewhere.”

Science host, former Triple J presenter and self-confessed chess tragic, Mr Adam Spencer, says on the Sammy J podcast on ABC Radio: “The beauty of chess is that there is always someone better than you, and that could be a nine year old girl in India.”

Former chess nerds are even returning to the game. Queenslander Mr Ronan Neville, 21, has been playing since he was 8-years-old.

He gave up in high school and recently had a

Kogarah High School Chess Captain Srijan, 15.

random game with a mate, then downloaded the app on his phone.

“My style is fast-paced and risky and I was surprised at how thrilling the games are,” he says.

In this era of AI, humans still play differently to a computer and former kids’ chess coach and now lawyer Edwin Alexander, 34, thinks that it is the close interaction with a family member, and the one-on-one time of playing live chess, that is its real attraction. Sure, he likes testing out different ideas by playing against the computer but says what he most remembers about playing chess with his busy barrister mother was the closeness they shared.

“Having her focused attention for an hour at a time is what I treasured,” he reminisces.

Laura is a 13-year-old Colombian student at KHS learning English. She played chess with her grandfather before migrating to Australia six months ago and now is a regular at the library chess sessions and teaches other girls to play.

Meanwhile, in China, Ju Wenjun (32) is the reigning female chess champion, despite 95% of professional chess players being men. According to Edwin, this is because female players “are more into collaboration, rather than competition”.

In a chess lesson he kindly gave me, Edwin

education matters secondary

reduces the pieces on the board to kings and queens. “You don’t give a novel to a toddler, you give them a picture book,” he says, and proceeds to teach me how to checkmate with my royal couple.

As a recent father, he is keen for more chess teachers in schools but thinks that there are not enough who play themselves.

“You can teach chess at any age; for primary students it teaches them spatial awareness and addition and you can just start with pawn vs pawn and see who makes the most blunders. I get them to master two to three pieces before moving on to whole board games.”

The game continues to evolve. Hybrid forms of the game such as ‘chess boxing’ have taken off in Melbourne where Blitz games of chess are interspersed with rounds of boxing, though younger participants hit punching bags, not each other.

While chess.com instantly matches you with a player anywhere around the world, identified by their flag on the app, nothing beats sitting around with your mates in the school library, be they from Ukraine, Lebanon, India or Macedonia, and battling it out on the 64-squares grid that offers endless off-screen possibilities for young people. EM

23

CURRICULUM // XPONAI

Championing responsible and mindful use of AI technologies XPONAI IS MORE THAN JUST A TECH ENTITY; IT REPRESENTS THE HARMONIOUS MARRIAGE OF PROGRESSIVE TECHNOLOGY WITH MORAL STEWARDSHIP, ITS FOUNDER AND CEO SHARAF GOUSSOUS EXPLAINS.

CEO Sharaf Goussous envisages XponAI as a nexus where education is seamlessly intertwined with technology.

24

At this pivotal juncture, Australian schools are gearing up to embrace a transformative wave that stands on the pillars of innovation, security, privacy, and ethical incorporation of artificial intelligence (AI) in the learning curve.

Leading this revolutionary tide are two entities, XponAI and Skills Leap Australia, spearheading initiatives that are redefining the educational paradigms, each carving a unique yet complementary path in the burgeoning ed-tech sector.

XponAI, under the helm of CEO Sharaf Goussous, is more than just a tech entity; it represents the harmonious marriage of progressive technology with moral stewardship.

Its mission isn’t confined to merely introducing AI solutions to schools but extends to nurturing a generation that understands the profound influence and responsibility that comes with wielding this powerful tool.

“XponAI is at the forefront of facilitating safe and ethical AI interactions, guiding students to comprehend the expansive impact of AI on society and fostering a culture that respects privacy and security,” Goussous said.

Goussous, with his forward-thinking approach, envisages XponAI as a nexus where education is seamlessly intertwined with technology. Here, students are prepared not just to adapt to the ever-evolving digital landscape but to ethically steer its direction, championing responsible and mindful usage of AI technologies.

Parallelly, Skills Leap Australia is amplifying this educational renaissance by emerging

education matters secondary

as a bastion of modern eLearning content and comprehensive Learning Management System (LMS) solutions. They have become a synonym for interactive and immersive learning experiences, crafting content that resonates with the dynamic needs of contemporary learners and fostering environments that are conducive to growth and skill development.

“The synergy between XponAI and Skills Leap Australia is paving a golden pathway for schools across Australia. XponAI, with its dedication to fostering ethical AI engagement, complements Skills Leap Australia’s commitment to developing eLearning content that is engaging, modern, and finely attuned to the needs of today’s learners,” he said.

“Their combined efforts are nurturing an ecosystem where technology and education walk hand in hand, fostering a generation that is not only technologically proficient but ethically sound.”

At this juncture, Goussous is orchestrating a harmonious blend of innovation and foresight, fostering a learning culture that acknowledges technology and education as twin pillars of a prosperous future.

Through his leadership, a nurturing space is created where students are encouraged to become conscientious navigators of the digital realm, spearheading developments with ethics and responsibility at the forefront.

“Together, XponAI and Skills Leap Australia are setting a robust benchmark in the realms of education and corporate learning. Their concerted efforts are shaping a future where

"XponAI, with its dedication to fostering ethical AI engagement, complements Skills Leap Australia’s commitment to developing eLearning content that is engaging, modern, and finely attuned to the needs of today’s learners."

XponAI is guiding students to comprehend the expansive impact of AI on society and fostering a culture that respects privacy and security.

learning transcends traditional boundaries, venturing into domains where technology facilitates growth, inclusivity, and a forwardthinking mindset, all underpinned by a strong ethical foundation,” Goussous said.

“As they forge ahead, the Australian education sector stands at the cusp of a renaissance, a transformative phase where learning is both accessible and ethically grounded, cultivating a new generation of learners ready to lead with

integrity and wisdom in the AI-powered world.”

As the educational landscape undergoes a period of rapid evolution, XponAI and Skills Leap Australia are weaving a narrative that showcases schools as not just centres of academic brilliance but hubs fostering ethical innovation and responsible technological interaction.

It’s a voyage towards a brighter, more inclusive future where students are encouraged to be conscientious leaders in a world where technology is embraced with both enthusiasm and ethical consideration. EM

educationmattersmag.com.au Education Matters Magazine and educationmattersmag.com.au are informative, valuable resources for decision makers of both primary and secondary schools Australia-wide.

We provide a content-rich, comprehensive buyer’s guide of the most reliable, trustworthy school suppliers in the market. This is coupled with the latest in news and expert views about the topics and issues currently impacting the education sector.

For further information, contact: Kylie Nothrop Mobile: 0422 046 299 Email: kylie.nothrop@primecreative.com.au

CURRICULUM // COMPASS

The Compass team.

Compass expands to support more public schools ED-TECH COMPANY COMPASS HAS SECURED A WA DEPARTMENT OF EDUCATION CONTRACT FOR PUBLIC SCHOOLS, EXPANDING ITS SUPPORT TO MORE THAN 3,000 SCHOOLS AND FOUR MILLION USERS.

Compass chief operating officer Travis Gandy.

26

In August this year, ed-tech company Compass announced it has won a state government tender to supply 800-plus Western Australian public schools with school management software.

Compass will deliver the project in tandem with Australian technology powerhouse TechnologyOne. The contract, worth more than $9 million a year over seven years and includes an option for extension, comes after a rigorous tender process run by the WA Department of Education over several years.

The department separated the tender into four categories including school administration, student administration, timetabling and finance – three of which were awarded to Compass. The fourth component – finance – will be delivered by Compass in partnership with ASX-listed TechnologyOne. Compass co-founder and CEO John de la Motte said the company is thrilled WA’s Department of Education has chosen local technology providers to power its public schools.

“After running one of the most stringent tender processes we’ve ever been involved in, including detailed analysis from independent subject matter experts, Compass has been awarded the contract for all four

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school management categories,” he said.

“Supporting local technology jobs is a key tenement of Compass, an ed-tech company that is built in Australia in consultation with teachers from right across the country.”

The Victorian-headquartered Compass launched in Western Australia in 2019 and is currently used by 150-plus schools in the state. The new contract means the number of WA schools using Compass will expand to more than 800.

Globally, Compass is investing heavily in innovation with the recent release of analytics, learning and assessment and timetabling features – both of which are experiencing rapid uptake in schools.

TechnologyOne, one of Australia’s largest Software as a Service (SaaS) companies, will implement its financial management and supply chain software as part of the digital transformation project.

The solution will support the billing, finance, accounting, budgeting and management reporting function for the Department of Education and the schools it serves, providing real-time insights across cash flows and performance to drive efficiency, streamline processes, and save time and money.

TechnologyOne CEO Ed Chung said the company has long-standing experience and deep knowledge across the education and government sectors.

“Our solution empowers more than 1.4 million students globally across K-12 and higher education, partnering with Catholic Education, and some of the world’s leading universities,” he said.

“TechnologyOne is also trusted by one in four public sector organisations across Australia and New Zealand. This deep sector expertise, honed over the last 36 years, means we understand our customers’ priorities: simplifying business processes to deliver outstanding results for their users and the community.”

More than 1,200 leading corporations, government departments and statutory authorities are powered by TechnologyOne software.

“Our global SaaS solution provides deep functionality for the markets we serve: local government, education, health and community services, asset intensive industries and financial services. For these markets we invest significant funds each year in research and development.

Compass CEO John de la Motte.

Compass state manager of school engagement Neil Spence.

We also take complete responsibility to market, sell, implement, support and run our solutions for our customers, which reduces time, cost and risk,” Chung said.

Compass, which is used by more than 3,000 schools and four million parents, teachers and students, was previously selected as the school management system for CEnet, a consortium of over 600 Catholic schools in NSW, QLD, ACT, andTAS. It was the first education platform provider to pass Western Australia’s stringent school privacy and data protection regulations, and has recently expanded into Ireland and the UK.

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Compass also offers a variety of management solutions for individual state schools, enterprise education diocese and governments and private independent schools.

Compass helps school communities simplify complexity with an all-in-one school management system. Featuring more than 40 connected, time-saving tools, schools can unlock productivity across attendance, payments, assessments, wellbeing and more.

“Our vision is to reduce the administrative burden on staff and give teachers time to focus onthe important things: helping learning thrive,” de la Motte said. EM

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EXPERT CONTRIBUTOR // TED MO CHEN

Generative AI in schools: a closer look and future predictions THE LEARNING WORLD IS CHANGING AND THERE IS NO TURNING BACK, WRITES CLASSIN VICE PRESIDENT OF GLOBALISATION TED MO CHEN. HE ISSUES A CHALLENGE TO EDUCATORS AND ED-TECH PROVIDERS ALIKE.

Ted Mo Chen is vice president of globalisation at ClassIn, a leading interactive classroom and LMS provider trusted by 50 million educators and students worldwide. Ted’s career is rooted in the belief that ed-tech is a transformative power and equalising force in our society. Prior to joining ClassIn, he was a serial ed-tech entrepreneur for six years covering SEL, STEM content, and creator economy sectors.

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TeachFX offers instructional coaching, and SchoolJoy generates personalised feedback.

• Classroom Materials: AI assists in crafting activity-specific handouts (FlintK12), customising reading materials, and formulating student questions.

• Evaluation and Feedback: AI tools deter cheating by generating unique summative assessments for each test-taker (Examind) and streamline essay grading.

• Student Support: Students can now take notes with AI assistance (Notion AI) and receive precise assessments to address literacy needs (Amira Learning).

These are ‘Single Point’ solutions, where the technology addresses only one specific problem. In the coming years, the market will see a large number of these solutions across

AN ERUPTION OF ‘SINGLE-POINT’ SOLUTIONS We’ve just entered the Wild West. While longawaited applications — such as automation of personalised tutoring — are entering the market and appear more promising than ever, educators and technologists must diligently address the intricacies of generative AI. This includes bias mitigation, adherence to pedagogical standards, fact-checking, and curbing information echo chambers that hinder diverse learning experiences.

In the meantime, teachers, students, and entrepreneurs are experimenting with dozens of different use cases where the convergence of traditional natural language processing (NLP), computer vision, and generative AI are already making an impact: • Teacher Practice Support: Tools like MagicSchool ClassIn creates an immersive learning environment aid lesson planning, for in-person, hybrid, and virtual classrooms.

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Image credit: ClassIn

Since ChatGPT’s recent arrival, educators have been thinking through the potential impact of generative AI on education. While its full transformative potential remains uncertain, AI shows promise for teachers grappling with resource constraints and demanding workloads.

Here’s a closer look at the concurrent AI landscape in schools — and a prediction of what the future holds.

ClassIn made its Australian debut at EduTECH in August this year.

the preparation-instruction-assessment lifecycle, fostering a landscape of ‘micro-entrepreneurship’ — teams of three to 10 building multi-million dollar businesses without venture backing.

While these tools enhance teachers’ efficiency, they still require proper setup and attention. But the upside is undeniable — by freeing up lesson prep time, teachers have more time for previously considered ‘bonus activities’ such as differentiation and incorporating multimodal resources.

THE RISE OF ‘AI NATIVE’ LEARNING EXPERIENCES The next phase is ‘AI native experiences’, where a student interacts with and learns directly from AI with no teacher intervention. Ministers, prominent investors, and tech optimists have suggested generative AI holds the key to solving the global teacher shortage — or better yet, Bloom’s 2-Sigma Problem.

The current reality falls short. Teaching is a highly skilled profession with room for only a tiny margin for error. Presently, generative AI falls short in terms of accuracy. Google’s Minerva, a state-of-the-art STEM Logical Reasoning model, achieves a 72% accuracy rate in solving high school algebra questions, while ChatGPT struggles with fourth-grade multiplication. From GPT 3.5 to GPT 4, the OpenAI model didn’t make any gains in standardised math tests AMC 10.

I offer a prediction that generative AI applications might never be ready to teach students without human supervision on its outputs. Why? Because of the statistical nature of how large language models (LLMs) are built.

They’re designed to predict the next best word through a black-box process — not to index established truths or perform robust reasoning.

So far, high-profile ventures in the instruction realm, such as Kyron Learning, have fused teacher-produced, recorded content with LLMpowered conversational UX. The micro-learning tool Nolej references internet material when generating tasks and tests, but always holds the language model closely to the ‘ground truth’ provided by teachers. Both are intriguing takes on re-imagining how to deliver core instruction and avoid hallucinations (generated content that is nonsensical).

FOCUSING ON TEACHER ENABLEMENT While teacher replacement remains elusive, teacher enablement is not. LLMs can facilitate basic teaching activities, such as role-play games and round-robin discussions (OKO Labs). These AI-generated activities must align with teaching objectives, necessitating rigorous training with subject-specific knowledge.

Effective tools in this space share key traits: 1. Remove most of the guesswork out of prompting. Flint, for example, automatically suggests teachers explore new prompts after the first passes of the lesson plan are generated (eg, it asks if you want to “replace the worksheet with a quick quiz” or

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“change the group activity to a game where students compete”).

2. Reduce errors by engineering prompts to reference established educational standards such as Common Core State Standards (CCSS) and Next Generation Science Standards (NGSS). MagicSchool’s toolkits take this approach, and its generated handouts and assessments need fewer corrections and manual updates.

3. Have a strong underlying structure. Despite the simplistic UI, each tool has just the right amount of scaffolding questions to get teachers started and can generate highly usable results in student-friendly formats

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EXPERT CONTRIBUTOR // TED MO CHEN (flashcards, tables, differentiated printouts, etc.), as opposed to a ‘vomit’ of text from ChatGPT. Although we are still in the early stages of development, these pioneering tools are illuminating the vast potential for AI to support educators through user-friendly interfaces and thoughtful prompting. Weeks into their official launch, these tools have garnered significant user adoption, highlighting the value of ‘getting teachers started with AI.’

“If super intelligent machines come to be, the foundational rules of modern schooling will be rewritten. For educators, it means adapting tried and true pedagogical practices for learners in a new era.”

FACING EDUCATION’S TRINITY TEST Looking further ahead, we confront a pivotal moment: in our lifetime, we will likely reach Artificial General Intelligence (AGI), the pursuit of which is OpenAI’s founding goal and many technologists’ worst nightmare.

Vanderbilt University’s recent announcement on disabling Turnitin’s AI detector, largely because it produces unavoidable false positives, already offers a glimpse into a future where human thoughts and AI input will be non-separable.

If super intelligent machines come to be, the foundational rules of modern schooling will be rewritten. For educators, it means adapting tried

and true pedagogical practices for learners in a new era. For ed-tech, it means the LMS + tools ecosystem, which the industry spent the last 25 years actively building, would be obsolete.

So, what’s the path forward? Both educators and technologists have work to do – and so I offer some challenges for both. Educators – let’s commit to leveraging AI tools in classrooms and begin the process of redefining learning towards unprecedented equity and creativity.

Ed-tech providers – let’s commit to welcoming more ‘teacherpreneurs’ into the conversation of disruption and progress. And for everyone, let’s keep in mind that our goal isn’t simply to coexist

with AI, but to use it as a mirror in reflecting on our uniquely human, self-determining, and creative selves. The learning world is changing and there’s no turning back; let’s change it together.

WHAT DOES THIS MEAN FOR AUSTRALIAN EDUCATORS? The Commonwealth, States, and Territories and representatives of the non-government school sector are collaborating on the development of a principles-based framework to support schools and education systems in the use of AI. The policy-development framework has been published and includes stakeholders, considerations, and possible impacts of AI on student development. The South Australia Department of Education has already published a comprehensive guide on AI in schools for parents and carers to help them better understand the vocabulary and landscape of AI. Compared to North American counterpoints, Australian educational leaders seem to be taking a more progressive and proactive approach encouraging educators to explore AI offerings and working to provide a comprehensive code of conduct. EM

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TECHNOLOGY // GROK ACADEMY

How you can nurture the website creatives of tomorrow GROK ACADEMY’S WEB.COMP IS AN ANNUAL WEB COMPETITION THAT INVITES STUDENTS TO CREATE A FUNCTIONAL WEBSITE WHILE LEARNING ABOUT THE PRINCIPLES OF HTML, CSS AND WEB DESIGN ALONG THE WAY.

Web design is an area of study that unites information and communication, STEM, and the principles of design, including graphics and layouts, colour theory and typography.

Teaching children about web design is an important part of preparing them for a future working in the digital economy and developing 21st century learning skills such as critical thinking and creative problem-solving abilities.

The Australian Government’s Labour Market insights report outlines the importance of the four Cs (Care, Computing, Cognitive ability and Communication) as key skills for the future and the demand for web developers is expected to increase by 13 percent by 2026, as citied from the NSC report State of

Australia’s Skills 2021: Now and into the future.

As part of the Australian Curriculum: Digital Technologies (AC:DT), Grok Academy offers several learning resources for incorporating web design into the curriculum, including its Web.Comp, an online competition hosted annually that’s open to participants of all ages and skills levels, from novice to virtuoso.

The benefits of learning about web design from as early as the primary school level are manifold, according to Ms Courtney Weaver, Lead Educator at Grok Academy. “When we talk about introducing the Digital Technologies curriculum, learning to code and understanding how algorithms work are always big topics of conversation. But if you look at the Digital

Technologies Curriculum, the algorithms and implementation of code are only two concepts out of the bigger picture of about 10 core concepts,” she says.

“I think that the larger and more important concept that we want students to gain an understanding of is that Digital Technologies are about problem solving. Technology exists to solve problems and that’s where the design process becomes really important because design is what makes a technology solution accessible to people. We can have all of the coding and the algorithms in the world to solve a problem, but if somebody can’t use that effectively, then it’s pointless – that’s where web design comes in.”

Teaching children about web design is an important part of preparing them for the future digital economy.

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By learning the principles of creating a functional website, students can navigate digital spaces with greater confidence.

LEARNING ABOUT CREATIVE PROBLEM SOLVING Designing and building a website requires practising logical thinking and breaking down complex systems into smaller more manageable tasks, making it an ideal way to introduce students to computer programming concepts and other STEM-related subjects, explains Ms Weaver.

“By learning about web design, students can develop a keen eye for aesthetics and visual communication in the digital world which are skills that are transferrable across a number of other disciplines.”

Before learning to code, web design starts with creative problem solving. “Learning how to approach and solve a problem creatively is key to learning the fundamentals of web design. This doesn’t require any coding HTML or CSS and is accessible curriculum for younger students,” says Ms Weaver.

The artistic nature of how things are presented and how they look, as well as the human and usability aspects, are central to good web design, she explains. After defining a problem, students are encouraged to think from the perspective of their users’ needs and address those needs through design elements.

“When we’re looking at teaching web design skills, it’s about empathy and the ability to think about people who have additional needs when considering how they would like to use something to make websites inclusive and accessible to everyone,” says Ms Weaver.

“As a personal example, my aunt is blind and has 10 percent of her vision, so I grew up with somebody who was differently abled in my family.

When computers became a part of everyday life, I saw how she had to use a screen reader to interact with her computer. She needs a high-contrast screen and the ability to increase the screen size to use her devices. I was really fascinated by finding ways to make things more accessible for her in the physical world.”

TEACHING WEB DESIGN TO PRIMARY AGED STUDENTS The first step to introducing web design into the primary curriculum is getting students to use some websites and start thinking about which ones they like and don’t like and why, according to Ms Weaver.

“Teaching web design concepts to children starts with getting them to study what the building blocks of a website are and the conventions and

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consistent features that most websites have such as a homepage and a menu that clicks out from the top corner,” she says. “Examples of fun web design assignments teachers can give students include giving them a topic to design a layout for or giving them an audience to design for and challenging them to think about the design from the perspective of who will be using the website.”

This could entail using simple paper wireframes without using a computer and asking students to place things into a layout, she explains.

Alternatively, students can mockup websites in PowerPoint, or Keynote, which is an easy way for them to design something where they can practise using the hyperlinking function to move to different slides. It’s also a great way to create a working prototype for a website they want to create, while building up a foundation for digital literacy skills and learning about the design process.

“By giving students an opportunity to learn about the principles of design and create an aesthetic, functional website that can be used in the real world, they are empowered to navigate digital spaces with greater confidence and become contributors to the world of digital technology, rather than passive observers,” Ms Weaver concludes.

GROK ACADEMY WEB.COMP 2023 Grok Academy’s Web.Comp is an annual web design competition open to school students that teaches HTML and CSS, as well as the building blocks needed to build a website from scratch. The competition has two components: Learn (Beginner or Intermediate level) and Tournament.

Learn is a four-week series of challenges where students learn as they go. Each week, Grok releases interactive notes with the information students will need to complete the week’s web design challenges. Students earn points for completing problems and claim a place on the leaderboard and participants will receive certificates for their results in this competition.

The Learn competition starts 23 October.

Meanwhile, Tournament is a week-long competition where students can design their own web pages and submit their creations to compete against designs from other students. They can also vote for their favourites. The Tournament begins on 20 November. EM

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TECHNOLOGY // ACADEMY OF INTERACTIVE TECHNOLOGY

How can secondary educators meet industry demand for creativity?

FOUNDED IN 1999, ACADEMY OF INTERACTIVE TECHNOLOGY (AIT) HAS TRAINED MORE THAN 5,000 STUDENTS TO BE LEADERS OF THE FUTURE IN THE DIGITAL AND CREATIVE INDUSTRIES. WITH TWO CAMPUSES BASED IN SYDNEY AND MELBOURNE, AS WELL AS A DEDICATED ONLINE LEARNING SYSTEM, AIT’S PROGRAMS AND PHILOSOPHY TRANSFORM HUNGRY CREATIVE MINDS INTO THE INDUSTRY’S MOST SOUGHT-AFTER GRADUATES.

Creativity is the ability to transcend traditional ways of thinking or acting, and to develop new and original ideas, methods or objects.

This broad definition covers a variety of subject areas and challenges the idea of creativity as a particular skill. In reality, creativity is nuanced. It is the motor behind innovation and success in society, meaning creativity and abstract thinking are essential skills for students to master.

So how do we provide opportunities for students to showcase and develop their creativity? And why is this so important?

The Australia Council for the Arts found that prior to COVID-19 creative employment was growing at a rate nearly twice that of the Australian workforce. It is expected that as the economy recovers creative industries will continue to thrive.

This underlines the importance of boosting creativity in professional industries as well as in educational settings to help keep up with future growth in creative fields. Creative skills are an integral component of development and innovation across the entire Australian workforce, not just specific creative fields. It is essential that we continue creative growth to help support Australia’s future economy and booming creative industries.

Creativity should be encouraged as much as possible in the classroom, as it

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AIT teaches students the basic principles of 3D animation. ‘Moose Guy,’ is a student work by Koda Landers, AIT Graduate.

will have both immediate and long-term benefits. A 2020 joint research project by the Australian Council for the Arts and Sydney Opera House found that creative learning approaches help to build students’ confidence, improve their academic engagement and prepare them for future disruption and change.

So now we’ve covered the importance of creativity, how do we go about bringing it into the classroom? There’s no one-size-fits-all solution here, and that’s one of the wonderful

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things about encouraging students to think and learn creatively.

Creativity does not belong in any one classroom, it will have benefits for students in visual arts, music, STEM, languages and humanities alike. Creative thinking can benefit any classroom. You might try: • Encouraging different techniques to solve problems • Allowing students to showcase mastery of a skill • Creating a safe space where failure is a

AIT’s hands-on workshops are targeted at beginners in Years 9-12.

positive experience, leading to resilience Or bringing in an expert to show students something new.

By allowing an external agency to introduce new creative skills to your students you are opening up a range of possibilities and introducing students to a world that can become a rewarding part of their future studies and careers. For teachers striving to incorporate creative skills and techniques into their lessons, calling on individuals with creative expertise can provide much-needed support.

The Academy of Interactive Technology’s High School Engagement Program allows students to step out of their comfort zone, expand their creative minds and open the door to endless opportunities in the creative fields.

Run by the high school engagement team, AIT’s fun, hands-on and engaging workshops are targeted at beginners in Years 9-12, so all that is required is that students are ready to try something creative and new.

The creative industries highlighted in these workshops include: • 3D Animation – Students will learn the basic principles of 3D animation, understand the building blocks of this art form and get hands-on to create their own simple 3D •

Students learn the basics of programming and write the code for a mobile app concept.

•

•

animation using Blender.

2D Animation – We’ll introduce students to the basic principles of 2D animation before guiding them as they create a short animation in the form of a GIF using Brush Ninja.

Game Design – Students will learn the basics of game design and create a simple video game using GDevelop.

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•

Film – This introduction to the relationship between film and storytelling encourages students to put what they learn into practice by creating their own visual story. EM

To learn more about AIT’s high school engagement workshops, visit https://info. ait.edu.au/ait-high-school-engagementworkshops

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TECHNOLOGY // LENOVO

Smarter technology frees time to focus EDUCATORS NEED TECHNOLOGY THAT WON’T GET IN THEIR WAY. PRODUCTIVE DIGITAL LEARNING ENVIRONMENTS DEPEND ON IT.

A typical teacher works 54 hours a week.

Less than half of that time is spent directly teaching students.1 Training educators in time management can only go so far, especially if school-provided technology is getting in their way. Even minor tech nuisances are a big deal when the threat of burnout is near.

Studies show that 82 percent of K-12 teachers want more time to focus on teaching.2 To achieve this, educators must be equipped with the best tools for the job, right from the start. Smarter technology can free up critical school personnel to focus on what matters to them most. Lenovo digital solutions running

Windows 11 and powered by the built-forbusiness Intel vPro, An Intel EvoTM Design, are ideal for teachers and administrators.

They’re designed and engineered to maximise productivity and eliminate micro-frustrations that deter focus.

IS THE DIGITAL SOLUTION INTUITIVE AND EASY TO LEARN? Productivity is important for teacher and administrator retention, student outcomes, and community-building. But today’s critical school personnel are dealing with challenges that distract them from achieving results in every

Lenovo’s ThinkPad X1 laptops can quickly snap apps side-by-side for increased productivity.

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Lenovo is the largest global provider of PCs in the education sector.

area. “The level of maturing and engagement among students is not there,” one district administrator told The Brookings Institution in a recent survey.3 “It’s not just a child who has lost ground in reading, it’s that they don’t even know how to function in a classroom with other kids.”

Emotional distractions are unavoidable.

Technology distractions aren’t. It will take time for students and parents to readjust. Educators must have technology with an accessible interface, fast connection, and intuitive UX to combat the interference. Be sure to also consider if substitute or supply teachers will be able to quickly learn and use the in-class solutions. Shortages of these invaluable educators are predicted to continue,4 and easyto-use technology can help build confidence for newly trained substitutes to jump right in.

Here’s an easy way to simplify: Use the same classroom management system, such as LanSchool, across devices. “That means we can become experts on one product instead of having to become familiar with multiple platforms,” says an IT support specialist whose community school uses LanSchool Air.5 “And the same is true of our teachers. Using one solution makes training easier... This puts the power back in teachers’ hands and decreases our work on the IT side.”

IS THE DIGITAL SOLUTION PROVIDING THE USER WITH AUTONOMY OVER THEIR WORKLOAD? Teachers and administrators have done a commendable job managing the proliferation of new digital tools and devices, but 87 percent

“The level of maturing and engagement among students is not there,” one district administrator told The Brookings Institution in a recent survey.3 It’s not just a child who has lost ground in reading, it’s that they don’t even know how to function in a classroom with other kids.” say they are spending more time managing technology.6 This leaves less time to spend with students, and most teachers (63 percent) say they don’t have a lot of control or influence over their schedules.7 If given the choice, they’d spend less time on general administrative work.

To help, deploy digital solutions that can handle more compute-intensive applications.

Try Lenovo’s ThinkPad X1 laptops, powered by the Intel vPro platform with built-for-business performance for the classroom and Windows 11, which can quickly snap apps side by side for increased productivity.

IS THE DIGITAL SOLUTION’S PERFORMANCE COMPATIBLE WITH THE USE CASE? The way K-12 schools communicate with students, parents, and other community members has drastically changed in the last two years. It will continue to change in the next two: Schools want more digital communications, including a significant increase in the use of mobile apps and texting.8 More than two-thirds of schools use five or more different channels of communication. This is just one example of the rapid evolution of school administrative roles and responsibilities. New technology must be versatile enough to adapt to changing administrative tasks as well as individual work styles. If it can enhance the work experience by adjusting to any scenario, even better.

The “use case” of K-12 technology is in a constant state of flux. Lenovo digital solutions with 12th Gen Intel CoreTM processors feature revolutionary architecture that intelligently allocates workloads to the right thread on the right core based on real- time analysis, providing optimised business-class performance to teachers every day. Device design can further support versatility. The ThinkPad X1 Yoga running Windows 11 goes from keyboard to ThinkPad Pen Pro in seconds, powered by Intel vPro, An Intel EvoTM Design with 12th Gen Intel CoreTM i7 processors.

WOULD AN END-TO-END SOLUTION BE APPROPRIATE? End-to-end management and support services can unlock even more value from K-12 technology investments by ensuring they’re always protected and devices are relevant to current needs, teaching styles, and student dynamics. Rather than sourcing solution components on your own, Device as a Service (DaaS) models provide regularly refreshed hardware, software, and services for one monthly fee. Need to own devices? DaaS models allow for asset ownership, too.

Lenovo TruScale DaaS plans can be tailored to your needs with financing customised for your education budget cycle. Cutting-edge hardware, software, expert services, and 24/7 Premier Support all come wrapped up in a single, flexible solution for a predictable monthly cost. With the right DaaS model, education institutions of every shape, size, and teaching style can access the leading technology they need to drive learning progress at a speedy but sustainable pace.

A trusted partner can help schools empower teachers and administrators to deliver their best work. Lenovo is the largest global provider of PCs in the education sector, providing a broad portfolio of software and hardware solutions for student safety, digital instruction, and classroom management powered by Windows 11 on the Intel vPro platform for an unrivaled business PC solution. EM

To learn more, visit: www.lenovo.com/K-12-Education Sources 1. EducationWeek, “Teachers Told Us How They Rack Up Those 54 Hours of Work a Week,” April 2022 2. Winston School of Education and Social Policy, “Merrimack College Teacher Survey,” 2022 3. The Brookings Institution, “Restoring Pandemic Losses Will Require Major Changes in Schools and Classrooms, Superintendents Say,” 2022 4. National Association of Schoolmasters Union of Women Teachers (NASUWT), “Supply Teacher Crisis Cannot Be Ignored,” 2022 5. Lenovo, “Simplify IT support and improve teaching with cloud and locally hosted solutions offered jointly,” LanSchool case study, 2020 6. Absolute, “Distance Learning’s Impact on Education,” 2020 7. EducationWeek,“Here’sHowManyHoursaWeek Teachers Work,” April 2022 8. Parent Square, “Communications Future Survey: Educator Perspectives on What Works to Reach Families and What Should Change,” April 2022

Lenovo’s ThinkPad X1 laptops are powered by the Intel vPro platform.

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TECHNOLOGY // JB HI-FI EDUCATION

Building a strong foundation for digital literacy

WHEN IT COMES TO LEVERAGING TECHNOLOGY TO ALLOW STUDENTS TO BETTER ACCESS THE CURRICULUM AT EVERY LEVEL OF THEIR SCHOOLING, JB HI-FI EDUCATION PROVIDES THE TECHNOLOGY AND SUPPORT TO SCHOOLS FOR BUILDING A STREAMLINED AND EFFECTIVE DIGITAL ECOSYSTEM ON CAMPUS. In today’s digital age, the integration of technology in primary school curriculum has become increasingly important. Technology has the potential to revolutionise the way children learn, providing them with endless possibilities for exploration and engagement.

By leveraging technology effectively, educators can enhance the learning experience and meet the diverse needs of their students. One way to achieve this in the primary school curriculum is by incorporating interactive learning tools and applications. These can provide students with immediate feedback, allowing them to track their progress and address areas of improvement. For example, online maths games and programs can make learning fun by turning it into a game-like experience while simultaneously teaching important concepts.

Technology enables educators to provide students with personalised learning experiences and improve digital literacy, ultimately preparing them for a successful future working in the digital economy. With online platforms and adaptive learning systems, teachers can tailor instruction to individual student needs, thereby maximising their learning potential. This not only

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fosters academic growth but also promotes independence and self-directed learning.

THE BENEFITS OF BUILDING ONE EDTECH ECOSYSTEM ON CAMPUS Founded in 2019 as the new Catholic P-12 School on the Sunshine Coast, Good Samaritan Catholic College wanted to empower educators by having one creative and collaborative ecosystem across the school, according to Principal Greg Myers. For this purpose, the school chose the Apple platform: iPad from Prep to Year 9 and Mac for the Senior Years.

“Education is all about empowering young people to take their place in society. So, when we’re setting up a new school, you’ve got to get everything right the first time because it’s going to last for a long time,” says Mr Myers. “We went with the Apple platform because we believe it’s the best platform for our young people to access the curriculum through technology.”

He says students can see the benefit of having one integrated ecosystem between the Macs and the iPads in the classroom and the program works well for everyone on campus.

“The Prep to Year 3 students share devices, and then from Years 4 to 9, it’s a one-to-one

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Apple iPad,” he explains. “Then, as students head into their senior years, it’s important that they have a device that is more capable and that’s where our transition from iPad to the Mac starts in Year 10. The Mac offers them a new platform to expand their opportunities for learning and the power and efficiency the MacBook Air offers is unparalleled.”

Mr Myers maintains that working with JB Hi-Fi Education, an Apple Authorised Education Specialist, to facilitate the program on campus has been a fantastic experience for the school, since the staff first reached out and engaged with them. “They make you feel as though you’re not just another customer or a number in the queue.

They’ve been able to ensure delivery of our devices every time and they make it a personal experience with a dedicated Account Manager.”

SOLUTIONS FOR A DIGITAL WORLD JB Hi-Fi has been around for over 40 years, with its JB Hi-Fi Education business in existence for around 21 of those years. “As part of its larger entity in Australia, JB Hi-Fi Education works to assist schools around the country with their one-to-one deployment of devices, as well as many other electronic

requirements they may have, from white goods through to drones, cameras, and more,” say JB Hi-Fi Education Account Manager, Amber Walker. “We also offer a Bring-Your-Own-Device (BYOD) program which we work with hundreds of schools on.”

Ms Brittany Smith, a Good Samaritan Catholic College teacher who uses Apple iPads to support her curriculum, says that they have helped her encourage students to be more independent and reflective learners in class. “iPads support the delivery of curriculum in my classroom across all learning areas by giving me the ability to set up learning activities on the iPads that students are able to access at any time,” says Ms Smith. “So, if there’s something that we’ve done as a whole class that they need to refer back to, students can go back and have a look at the resources that are there.”

Good Samaritan Catholic College primary students enjoy working with their iPads at school as a more interactive and flexible way to learn.

One of those students, Lillian, says: “The iPads are very engaging and easy to use.” Meanwhile, Luka believes “it’s easy to use and [students] can do their work from anywhere.” Charlie says, “The best thing about using my device would probably be the draw tool because it’s got lots of different colours. Just like using a normal pencil you can practise your handwriting.” Isla says, “You can naturally write and highlight stuff, so you know what each question is about.”

Mr Harrison Cartledge, a Good Samaritan Catholic College teacher at the senior year level,

Good Samaritan Catholic College saw the importance of having one creative and collaborative ecosystem across the school.

says he enjoys using a MacBook because it helps him connect with students when showing them how to use software. “When we use the same products and we both have a MacBook, I can easily show students how to use Adobe or any other software used in media and they can follow along and replicate what I am doing on their devices,” he says.

Good Samaritan Catholic College senior student Molly comments, “My MacBook has made me feel so much more organised. With the different features and the applications, I never feel pressed for time for deadlines, I always just feel ready to go.”

The effective integration of technology in the school curriculum has the potential to revolutionise the learning experience and JB Hi-Fi Education delivers this through consistent support and service to schools and teaching staff.

By incorporating interactive tools, personalised learning experiences, and collaborative opportunities, educators can harness the power of technology to create engaging and meaningful learning environments for their students.

“Working with JB Hi-Fi’s Tech Team has been an absolutely seamless process. With the support we have received from JB Hi-Fi, we’ve been able to have our devices ready have our devices in the kids’ hands on the first day of school,” concludes Principal Myers. “The JB team have met every one of our requirements at school here and we’re really happy to continue that partnership moving forward.” EM

To watch the Good Samaritan Catholic College case study, visit: https://qrco.de/JBGSCC

The school chose to work on the Apple platform: iPad from Prep to Year 9 and Mac for the Senior Years.

Good Samaritan Catholic College senior students use a MacBook.

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BEYOND THE CLASSROOM // BEYOND THE CLASSROOM AUSTRALIA

Dare to be a rockstar WHEN PETA JEPPESEN BECAME OVERWHELMED IN HER ROLE AS A SCHOOL PRINCIPAL AND NEEDED SUPPORT, SHE FOUND THE RESOURCES ON OFFER WERE INADEQUATE, OR SIMPLY DID NOT EXIST. LIKE ANY GOOD ENTREPRENEUR, SHE SET TO WORK DEVELOPING A BETTER SOLUTION AND STARTED HER OWN TEACHER WELLBEING PROGRAM, BEYOND THE CLASSROOM.

If education is one of the cornerstones on which society is built on, then teachers are the founders of that cornerstone. Working as everyday heroes in the lives of children, families, and communities, the power of a good teacher to empower and change lives cannot be understated. Yet, the rate of teacher attrition in Australia has risen steeply over the last few decades and continues to skyrocket. Without a national database to garner an exact figure from, experts from the University of Melbourne estimate that anywhere from 8 percent up to 50 percent of teachers leave the profession within the first five years of employment.

ADDRESSING TEACHER ATTRITION A high rate of teacher turnover comes at a significant cost to the Australian education system, both for the nation’s budget and the educational pathways of Australian citizens.

That’s why, in recent years, a considerable amount of research has been done toward understanding the reasons why so many teachers leave the profession prematurely.

Results of several studies have shown that the reasons for early departures vary but ranking high among them consistently were heavy workloads, insufficient recognition and reward, low wages, and poor work-life balance, according to the Australian Institute for Teaching and School Leadership (AITSL). All these factors combined can be detrimental to teacher well-being, leading to feelings of overwhelm, burnout and a general lack confidence in their everyday lives.

Ms Peta Jeppesen founded Beyond the Classroom in 2018.

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Ms Peta Jeppesen works with teachers, principals and schools.

THE BEYOND THE CLASSROOM STORY In 2018, Ms Peta Jeppesen needed somebody to talk to about the challenges she was facing in her role as a School Principal, but always found herself in the highest position of authority, faced with making difficult decisions on behalf of the students, staff, and parents depending on her.

“I was feeling burned out and finding it increasingly difficult to ground myself in my work, but I didn’t want my colleagues to see that I couldn’t manage all of these difficult situations and scenarios I was faced with in my role,” she says. “In particular, I didn’t want to offload my problems onto staff members who were dealing with their own stress in the job and saw me as their support. Instead, I allowed my frustrations to continue building and my self-care and wellbeing to go unchecked, which ultimately furthered the cycle of burnout for me.”

It was at this point that Ms Jeppesen recognised there was a gap in the education system when it comes to managing teacher wellbeing on the job. “I started doing a lot of research into selfcare and wellness. I quickly realised how important it is for teachers and principals to be in a good state of mind and body wellness, keeping energy levels high to make critical decisions and make sense of things on the job every day.

“I began to study areas of interest to me that I could learn from and that would allow me to provide better support to my colleagues and contemporaries. I looked at how the mind works, non-violent communication, and how to honour and respect our feelings. I also did some study into women’s cycles and how that impacts the way we work,” she explains.

Ms Jeppesen began putting together a wellbeing program for teachers that would eventually become Beyond the Classroom. The program has been designed to provide coaching and support to teachers and can be integrated into a school wellbeing program or accessed for individual coaching. “I thought about what I needed when I was a teacher and tried to tailor my programs to the individual needs of my clients. I want my program to feel like an oasis for teachers; a place where they can go to reenergise, work through the challenges they are navigating in their roles and find a renewed sense of inspiration in their work,” she says.

HELPING EDUCATORS PRIORITISE SELF-CARE The core philosophy of Beyond the Classroom, explains Ms Jeppesen, is to support teachers in being the best they can be in the classroom or in the principal’s office. Designed to provide support to teaching professionals by instilling confidence and help them adapt to the changing demands of the profession, Beyond the Classroom also works to support schools in developing a framework for prioritising teacher workflows, wellbeing, and self-care.

“As a former teacher and principal, with more than 20 years of experience, I understand the challenges that schools face. That is why I have used my experience to put together these transformative coaching programs,” says Ms Jeppesen.

The programs offered by Beyond the Classroom are Dare To Be A Rockstar Teacher, 1:1 Coaching for Teachers or Principals, and the School Coaching Program. Dare To Be A Rockstar focuses on helping teachers prioritise their authentic selves, health and wellbeing in the classroom and take emotional and intuitive needs into account in their roles while building confidence and finding a renewed sense of purpose in their role. Meanwhile, the 1:1 Coaching Program for teachers or principals focuses on supporting teachers and principals in improving work/life balance, communication, relationships with staff and fostering a positive community culture on campus, as well as managing operational and administrative tasks.

The School Coaching Program supports various

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staff members alike to build a healthier school ecosystem through the 1:1 coaching program for both teachers and principals with a common goal.

“I really enjoying talking with teachers and giving them a voice. It’s about honouring and valuing the education profession, and not being complacent in it,” Ms Jeppesen says. “It’s not just about achieving basic wellbeing alone but taking them to the next level and allowing them the freedom to be creative and innovative in their area of specialisation. This, in turn, benefits the children that they teach.”

She explains that once teachers have got the time and space, and have received help with their self-care, it comes down to making themselves a priority. “I’ve seen teachers go on to publish a book and do their Master’s. I try to work with them to expand their career horizon by asking things like: If everything was possible, what would you do? What would it look like? What would it feel like?” she explains.

“The more we spend time in that space, especially the ones that have come back and done some more work, the more they can step outside themselves. Teachers that felt the need for change, have gained the confidence to have a voice and to build new relationships and get out into the community more.”

For her, seeing teachers that are about to leave the profession discover a renewed energy to continue is the most rewarding part of the job. “When I speak with teachers, I asked them questions about what their challenges are, what their career goals are, and a number of them spoke about wanting to retire. For some, they’re getting to an age where they want to change their career and that’s okay.

“But for others, it’s because of the circumstances, the rush and not being able to control their working environment,” she says.

“Often times after I work with someone and we have a conversation, I find ways to better support them and make some changes that will allow them to continue to work in the profession.

A lot of these teachers have years of valuable experience. There are so many good teachers out there that with a bit of help and support, and a voice, they could be there for another three to five years for them. It starts with making yourself a priority.” EM

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EXPERT CONTRIBUTOR // GARY STAGER

Dr Gary Stager is a sought-after guest speaker at education conferences.

Technology is not the enemy FOUNDER AND CEO OF CONSTRUCTING MODERN KNOWLEDGE DR GARY STAGER RECENTLY FLEW IN FROM THE U.S. AS A KEYNOTE SPEAKER AT EDUTECH 2023. HE SAT DOWN WITH EDUCATION MATTERS TO DISCUSS WHERE EDUCATION IS HEADED.

US-based Dr Gary Stager describes himself, first and foremost, as a teacher educator, shunning terms like ‘genius’ or ‘innovator’ – that’s for history to decide, he says.

“I’ve been teaching teachers for 41 years, trying to help them make sense of a world in which there are wondrous opportunities to not just teach with greater efficiency or comprehension but to seize the opportunity to learn and do in ways that were unimaginable just a couple of years ago,” he says.

No stranger to Australia, earlier in his career Stager earned a PhD in science and mathematics education from the University of Melbourne; his research was based on creating a multi-age constructionist alternative learning environment in a prison for teenagers. He also helped the first schools in the world implement 1:1 personal computing in 1990.

Now a published author and sought-after guest speaker, his ambitions have not dimmed in the intervening years.

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“My goal is to create schools in which kids wake up in the middle of the night with a burning desire to get back to class to work on something that matters to them, and where their teachers wake up every morning and ask themselves, how do I make this the best seven hours of a kid’s life?,” he says.

It’s this passion for learning, and distain for the notion of innovation, that Stager shares in his presentation at EduTECH. “I think the focus on innovation, particularly in education, has perverse incentives and misguided direction. I see a lot of empty rhetoric, as opposed to actual progress. There are a million and one things that we can be doing practically – even morally – in classrooms this minute, that we should be doing, rather than trying to guess what the future holds,” Stager says.

Instead, he says, if kids are engaged in meaningful projects, if they develop computational fluency, if they participate actively in a democratic system, then that’s the best

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preparation for an uncertain future.

Rather than self-grandising about the future, Stager points to the past. “We should recognise that we stand on the shoulders of giants, that we’ve learned from the past – from our triumphs and our successes,” he says.

“As one of my heroes, the great civil rights activist, educator and author Jonathan Kozol reminds us, ‘You’re only seven once’. We must gain a sense of urgency and respect the culture of childhood.”

He continues: “We don’t prepare kids for challenges that we can’t even yet imagine when we concern ourselves with predicting the future as opposed to doing the right thing today.”

ADVOCATING FOR A HANDS-ON APPROACH For Stager, the notion of tech-bans or bans on devices in schools is a farce. For him, the notion that the teacher should be the centre of attention at all times, or that an arbitrary assessment or curriculum agency is more important than the

personal development of a child, is problematic.

“We need to be able to hold two thoughts in our heads simultaneously. I think all kids should have access to computers all the time. Kids should develop agency and fluency with those machines so that they can have power and control over an increasingly complex and technologically sophisticated world. Some kids may then choose computer science as their project,” he says.

In Stager’s view, having natural hands-on experiences are consistent with deep, rich projectbased computing experiences that can enhance humanity and amplify our potential.

“If your stance is that kids have to pay attention to an adult, whose expertise may or may not be questionable, for inordinate periods of time in order to perform on an arbitrary examination, or write a paper on a topic no one could possibly care about, then you are not preparing anyone for any kind of meaningful future,” he says.

By his own admission, Stager is “not the least bit interested in what a lot of people are terribly interested in”, as he puts it – and assessment is one of those things.

“Assessment is judgment and inherent in that is a desire to rank and sort, rather than to uplift and empower, and that’s problematic. We should be asking, ‘What can a student do?’ – and the way we know what they can do is by knowing the student, by spending time with them, by collaborating with them, by talking with them, by having a more collegial relationship and breaking down the hierarchy,” he says.

“We shouldn’t be quibbling and quarrelling and wringing our hands about how AI is going to destroy the drudgery of schooling. We should be figuring out a way to gain benefit from being

Dr Stager believes schools have an obligation to introduce children to things they don’t yet know they love.

“Assessment is judgment and inherent in that is a desire to rank and sort, rather than to uplift and empower, and that’s problematic.” co-located in the same space at the same time, whether it’s online or face to face.”

Following learning to program computers in a public middle school in New Jersey in the mid-1970s, Stager has spent four decades helping school educators around the world embrace computational technology and the possibilities technology in education can provide.

“Schools should be in a position of preparing kids to be in charge, as opposed to being mere consumers or victims of a force that they neither understand or control,” he says.

USING DATA FOR PREDICTIVE PURPOSES Maybe unsurprisingly, Stager does not believe data has any real value in improving the delivery of education.

“It will always be wrong, and will never inform you as much as a teacher truly knowing a child will.”

To illustrate his point, he shares a personal anecdote: “During the pandemic, I started playing tennis as a way to get fit. It gave me something to do because I wasn’t traveling and could take advantage of belonging to a tennis club,” he says.

Stager’s tennis coach invited him to play with a talented 10-year-old he was also coaching.

“It was only a matter of days before the 10-year-old was humiliating me on the tennis court.

But during one session, he was complaining of a headache. He was agitated and wasn’t making a lot of progress. When we took a break, I asked him, ‘If you could run the lesson, what would you like to work on? And he said, getting better’. That was one clue to me that he had no cognitive investment in what he was doing,” Stager recalls.

“If you’re trying to get better at something, you need ownership. Learning how to learn is an important part of getting better. When the play resumed, I made a subtle gesture to the tennis coach to stop talking. Once he stopped, the kid started smiling. His tennis playing got better. He was actually thinking about playing tennis, and about his shot and what he needed to be doing more or less of. Then he spontaneously announced that his

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headache had gone away. There is no way in hell that any bureaucratic bot would have been able to diagnose and improve that learning environment as quickly as I did, by just making a gesture to the coach to stop talking.”

Australia’s school system, he adds, doesn’t have a great track record of spending millions of dollars on programs that will transform data into outcomes.

“It’s arrogant to suggest that a program can replace the wisdom of adults in proximity to children they care about,” he says.

CELEBRATING THE CHARLIE ROSEN’S AND CASEY NEISTAT’S OF THE WORLD Founded by Stager, Constructing Modern Knowledge is a minds-on institute for educators committed to creativity, collaboration, and computing. Now in its 15th year, it creates an environment where teachers spend four days uninterrupted, working on personally meaningful projects. Every year, Stager invites a guest speaker – someone who is an expert in something that you can’t take a class in. This year’s guest was American musician and composer Charlie Rosen.

“Charlie Rosen is 32. He’s been nominated for a Tony Award three consecutive years for best orchestrator of a Broadway musical. He plays 70 musical instruments. He has two Tonys and a Grammy, but that’s not the most interesting part,” Stager says.

“The interesting part for me is that one of his hobbies, his side hustle, is he runs something called the 8-Bit Big Band, which performs arrangements of video game music with a 60-piece orchestra to concert halls full of fanatic listeners.”

Stager says Rosen is somebody with remarkable musical talent and gifts at the intersection of popular culture.

“We had Casey Neistat, the YouTube filmmaker, speak at Constructing Modern Knowledge a dozen years ago. He was a guy who dropped out of high school and was told he wasn’t good at anything. He’s made millions of dollars making daily vlogs that have inspired an entire generation of storytellers,” Stager says.

“I think it’s important for educators to recognise that that sort of light exists in the world and that there’s some kid who’s not doing well on NAPLAN – or as I like to call it, napalm – who is the next Charlie Rosen or Casey Neistat who can potentially change the world and make it a better place for the rest of us.”

To learn more about Dr Gary Stager, visit http://professorgarystager.com/oz and http://constructingmodernknowledge.com. EM

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BEYOND THE CLASSROOM // EDUTECH Over 12,000 people pre-registered to attend EduTECH in August.

Records fall at EduTECH 2023 A SPECTACULAR GALA DINNER, RECORD ATTENDANCE, MORE THAN 550 INVITED SPEAKERS, NEW EDUCATION SEMINARS AND AN E-SPORTS COMPETITION WERE AMONG THE HIGHLIGHTS OF THIS YEAR’S EXPO AND CONGRESS. PLANNING IS NOW UNDERWAY FOR EDUTECH 2024.

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EduTECH Australia broke several records at its 2023 event, including the largest attendance since the pandemic disrupted face-to-face events. New exhibitors and new education seminars introduced this year also made it a stand-out event on the education calendar.

Described as ‘one giant festival for all of education’, the annual event, held at the Melbourne Convention and Exhibition Centre (MCEC) from 24-25 August, attracted a range of educators, from primary, secondary and tertiary institutions, plus school business managers and information and communications technology personnel.

Ms Rita Nehme, marketing director of global events company Terrapinn, which organises EduTECH Australia, said over 12,000 people pre-registered to attend the

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annual event, a record since COVID, and the exhibition space was also larger than previous years, covering 20,000 sqm.

“We had 350 exhibitors, and 45 start-ups in the Innovation Alley, a concept to give start-ups a leg-up, which we run in partnership with EduGrowth. We also introduced several new elements this year, including niche education seminars in music and performing arts, math, sport, tertiary ICT management, library, diverse education needs and inclusion wellbeing, and EduBUILD” she said.

The practical and engaging breakout seminars provided attendees with the skills needed to take teaching to the next level, in addition to the seminars hosted on the expo floor, where thought-leaders from across the education sector shared insights on how to use tech to improve student learning.

The exhibition space was larger than previous years, coverin g 20,000 sqm.

with Students mingled expo. educators at the

The FUSE Cup esports competition was a popular new event at EduTECH.

The Victorian Department of Education was also at the event with a large display showcasing its state-of-the-art learning and development support and services for all Victorians.

Ms Naz Zengin, educational leader from the Department of Education, presented a session on AI in schools: the impact on cognitive and social development.

NEW EXHIBITORS MAKE THEIR EDUTECH DEBUT EduTECH also featured new exhibitors this year, including Samsung and US-based e-Learning software company ClassIn. Samsung launched its WAC eboard Interactive Display, a new educationfocused interactive device designed to enhance usability and connectivity, at the event.

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Senior director at Samsung Australia, Mr Philip Gaut, who attended EduTECH for the first time with Mr Ben Sattlecker Jukes, Samsung’s lead trainer for professional products, said Samsung are aiming to simplify technology, with products like FLIP and the new WAC Interactive Display helping teachers to engage with students at their level of learning.

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BEYOND THE CLASSROOM // EDUTECH

rd

C eboa hed it’s new WA Samsung launc EduTECH. at lay sp Di ive Interact

The exhibition floor hosted hundreds of local and international exhibitors showcasing cuttingedge solutions in the edutech space including market leaders such as Google, Hewlett Packard, and Grok Academy.

Google for Education recently collaborated with research partner Canvas8 to conduct a study across 24 countries on the future of education. The result is a three-part global report highlighting insights from around the world.

Google for Education’s head of APAC marketing, Ms Fiona Coles, who was at the event, said the report maps out three core pillars the company is focusing on: rethinking the role of education, a more personal approach to learning, and reimagining the education ecosystem around the learner.

US-based ClassIn also participated in EduTECH for the first time. The company recently met with leaders in the AI space to develop its roadmap of where AI for education is going.

ClassIn’s solutions serve 50 million educators and students across 160 countries, and although it doesn’t have a permanent head office in Australia yet, its presence at EduTECH suggests the education sector will be seeing more of ClassIn in future.

The buzz from the exhibition floor also spilled into the partner conferences, hosted by Google,

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Pepper can recogn ise faces and voices, speak, and move around autonomo usly.

Microsoft, Apple and Grok Academy running in parallel with EduTECH conferences.

“We also had a record number of speakers this year, with a total of 567 local and international invited speakers, including Richard Culatta, CEO of International Society for Technology in Education, who spoke on the hot topic of AI in education,” Nehme said.

ESPORTS POPULARITY GROWS Nehme said another new feature this year, which proved to be very popular, was The FUSE Cup esports competition.

The FUSE Cup is an international school esports competition that is focused on providing young students with an opportunity to participate in safe, inclusive, supportive and structured school based eSports competition while developing positive gaming behaviours and digital wellbeing.

It delivers esports competitions for schools in the Asia Pacific region, has three age divisions(Year 5 and 6, Year 7 and 8 and Year 9 and 10) and facilitates three competitions a year per division.

Two esports competitions were held at EduTECH in partnership with The FUSE Cup, with students representing their respective school.

Eight winners each took home an Omen gaming chair, valued at over $700 each.

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PLANNING UNDERWAY FOR EDUTECH 2024 Also new at EduTECH in 2023 were five pre-event workshops held the day prior to the main event.

The workshops were hosted separately by Dr Gary Stager, founder of Constructing Modern Knowledge; Lego; Grok Academy; Ms Gina Solano, assistant professor of ed tech at State University of New York and Mr MJ Raatz, head of department – digital technologies and business, at Forest Lake State High School in Queensland.

“About 50 people attended each workshop, which included a practical component, and was credited for professional development points,” Nehme said.

About 300 people attended the Ed-Innovation Gala Dinner at The Forum on 24 August, hosted by comedian and media personality Dave Hughes with guest Brad Blaze, a well-known speed painter, and sponsored by multiple agencies.

Nehme said that while the EduTECH team was analysing results of a post-event survey to gather feedback from attendees, planning is underway for next year’s event. It will take place on 13-14 August 2024 at the same venue in Melbourne (MCEC).

To secure your spot at EduTECH next year, use discount code EM30 for an exclusive 30% off your delegate pass. EM

University of South Australia // THE LAST WORD

Maths anxiety – girls versus boys MATHS ANXIETY IS A GENUINE AND PERVASIVE ISSUE IN EDUCATION. IT GOES FAR BEYOND A SIMPLE AVERSION TO NUMBERS AND CAN MANIFEST AS A PROFOUND FEAR OR DREAD OF MATHS, HINDERING THE ABILITY TO PERFORM AND LIMITING EDUCATIONAL AND CAREER CHOICES, WRITES DR REBECCA MARRONE FROM UNISA’S CENTRE FOR CHANGE AND COMPLEXITY IN LEARNING. One of the more intriguing dimensions of maths anxiety is gender. Studies consistently show that girls, on average, report higher levels of maths anxiety than boys. This disparity exists even when girls perform as well as or even outpace their male counterparts in maths courses. So, the question arises: where do gender differences originate, and how can educators address them?

Cultural and societal beliefs play a significant role in shaping our perceptions about gender. Many girls, often subtly, are influenced to believe that they might not be as ‘naturally’ adept at maths as boys. And even if not explicitly stated, these stereotypes can diminish confidence and heighten maths anxiety.

This can also happen in the classroom.

For example, when boys face challenges in maths, their struggles may be attributed to a lack of effort. Yet when girls struggle this can be inaccurately seen as a lack of ability. And while this may be unintentional, such gendered stereotypes can have profound effects on how children perceive themselves and their abilities.

A promising approach to addressing some of these issues is through creativity.

By presenting maths education in new and interesting ways, and by reshaping how problems are approached and introduced, students can engage with the material on a deeper and more intuitive level. And this helps abstract concepts feel more

relatable and less daunting.

Similarly, teachers can actively challenge gender stereotypes. For instance, it’s essential to avoid making generalised statements implying that one gender is better than another in maths. By highlighting achievements across genders and using examples of successful women mathematicians and scientists in lessons, teachers can proactively address gender stereotypes while inspiring and motivating their students.

Incorporating creative problem-solving is another tactic. When teachers introduce maths problems that relate to real-world scenarios or leverage storytelling, they make maths more relatable. Making these abstract concepts tangible can help demystify them and reduce worry and anxiety.

Feedback in the classroom should always be constructive and based on effort rather than innate ability. Compliments like: “You worked hard on this problem, and it shows,” can be far more beneficial than generic praises of intelligence.

Moreover, starting a maths class with brief mindfulness exercises or deepbreathing techniques can help students find their focus and reduce anxiety. It’s helpful to establish a supportive classroom environment where mistakes are perceived as learning opportunities rather than failures.

Encouraging collaboration and peer tutoring can provide students with diverse perspectives

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on problem-solving.

Risk-taking, especially for girls who might be more hesitant due to fear of failure, should also be encouraged. The act of attempting difficult maths problems and celebrating the effort, irrespective of the outcome, can be empowering.

Parents can also play a pivotal role by maintaining a positive attitude towards maths at home and steer clear of perpetuating negative stereotypes. And this can be supported by teachers, who can help educate parents about maths anxiety and its implications.

Lastly, recognising that not all students respond to interventions uniformly is crucial.

While some might benefit from additional tutoring, others might thrive with confidencebuilding activities or even counselling.

There’s no doubt that maths anxiety, especially with its gendered nuances, can have profound and lasting impacts on learners.

By weaving creativity into the classroom and reshaping how problems are presented, educators can foster a more engaging and less intimidating environment. Every student, regardless of gender, possesses the potential to participate in mathematics. It’s our responsibility, as educators, to nurture and unlock that potential. EM

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THE LAST WORD // University of South Australia

How AI can deliver personalised learning and transform education RESEARCH FROM THE UNIVERSITY OF SOUTH AUSTRALIA HIGHLIGHTS AI’S CAPABILITY TO ENHANCE PERSONALISED EDUCATION, UNLOCK LEARNER INSIGHTS, AND EQUIP EDUCATORS WITH THE TOOLS TO TRANSFORM CLASSROOMS AND UNIVERSITIES, WRITES SAM DAWES. The rise of artificial intelligence (AI)-powered tools such as ChatGPT has sparked alarm among educators, and triggered conversations about its possible detriment to teaching and learning.

However, researchers from the University of South Australia are proving how AI can enhance learning outcomes for students, equip teachers with advanced education tools – and potentially overhaul the education sector.

Professor George Siemens is a renowned education technologist from the University of South Australia (UniSA). His research in learning analytics, digital learning, personalised learning and human-machine augmentation reveals the transformative potential of AI in education.

“Through learning analytics and AIpowered systems, we can unlock valuable, data-driven insights that help us understand how students learn,” he says.

“Advanced insights into student progress will enable us to design more effective and personalised educational experiences. The integration of AI will allow us to move beyond traditional models and embrace a more adaptive and learner-centric approach.”

Siemens is also the director of the Centre for Change and Complexity in Learning (C3L) at UniSA. His team focuses on the complex relationship between human and artificial cognition.

“We look at how humans can work with – not against – artificial intelligence to enhance their learning, sensemaking and productivity,”

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he says. “Imagine a Year 7 science class where each student is using a smart tablet or smartphone app equipped with AI … the system will assess each student’s proficiency level and dynamically adjust the content and pace of instruction accordingly.”

He adds: “As students engage with interactive lessons and practise exercises, the system continuously monitors their performance, providing personalised feedback and targeted interventions.”

USING AI TO PERSONALISE EDUCATION World-first research from UniSA’s C3L has led to the creation of ‘learner profiles’, a technology that is being trialled in several Australian schools.

Learner profiles provide real-time analysis of a student’s learning, study behaviours, and social and emotional wellbeing.

The project’s lead researchers, Dr Vitomir Kovanović and Dr Rebecca Marrone, say the technology has the potential to “significantly improve” the quality of teaching and learning in Australia.

“These profiles, all accessible via an online dashboard, will show how a student is learning at any point in time, which will help teachers quickly identify which children need additional support,” Kovanović says.

This means teachers can respond to each child’s needs in a timely and appropriate manner, Marrone says.

In addition to learner profiles, UniSA has developed an education software tool

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to improve the academic experiences of students, called ‘OnTask’.

OnTask, a project funded by the Federal Government, draws on the expertise of UniSA and other Australian universities.

Project Lead and Dean of Programs (information technology and mathematics) at UniSA, Professor Abelardo Pardo, says the next step is to amplify OnTask with AI. “Currently, our software gathers and assesses data about students’ activities, which allows educators to design personalised feedback,” Pardo says.

“Our work at UniSA with AI can improve this education software, as AI can simultaneously observe students’ academic activities, collate massive amounts of data, and provide suggestions for better learning experiences.”

EMPOWERING EDUCATORS WITH AI Course development, lesson plans, attendance records and data entry are monotonous tasks that detract and distract from classroom teaching. Professor Siemens says AI has the capability to take on such tasks.

“The role of AI is not to replace teachers but to augment their capabilities. By automating administrative tasks, we free up their time to foster critical thinking, creativity and social-emotional skills that are uniquely human,” he says.

“Educators can craft lessons, tutorials and lectures that are more engaging, relevant and relatable to their students, and thereby generate a deeper understanding and longterm retention of knowledge. On a larger scale, we can use AI to create completely new university courses, saving a lot of time and thousands – if not millions – of dollars.”

TEACHING STUDENTS HOW TO WORK WITH AI AI is already shifting the goalposts on how people learn, and how they want to learn.

So, how can the education sector respond, and how can teachers and students work effectively with AI? UniSA Professor in Augmented and Networked Learning Mr Maarten de Laat has addressed this issue with the creation of AI Playground – an AI learning environment created in collaboration with Intel and meldCX. He describes AI Playground as a teaching tool that allows educators to introduce AI in an interactive, educational, and safe way.

“AI Playground helps educators bring AI learning experiences to the classroom. It teaches students to solve complex problems with AI, like building a rover that can explore Mars,” de Laat says.

“Students are training, improving and working with AI in a way to solve real-world challenges. By gamifying AI in this way, teachers can spark rich conversations in the classroom about what we can achieve with AI, and what is ethical.”

The integration of AI in education holds immense potential for transforming teaching and learning practices.

The research of the UniSA highlights AI’s capability to enhance personalised

education, unlock learner insights, and equip educators with the tools to transform classrooms and universities.

“The capabilities of AI present an

opportunity to transcend traditional teaching approaches, reshape curriculum content and reimagine how we measure and evaluate learning outcomes,” Siemens says. EM

AI won’t replace teachers but could augment their capabilities by automating administrative tasks.

AI can simultaneously observe students’ academic activities, collate massive amounts of data, and provide suggestions for better learning experiences.

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THE LAST WORD // ACARA

New NAPLAN proficiency levels bring positive results WITH NEW NAPLAN ASSESSMENT LEVELS INTRODUCED EARLIER THIS YEAR, ACARA CEO DAVID DE CARVALHO EXPLAINS WHAT EDUCATORS CAN EXPECT AS THE RESULTS COME IN. When the new approach to NAPLAN reporting was agreed to by all education ministers in February, two main aims were to offer more meaningful information to teachers, parents and carers about a child’s performance and to identify students needing additional support.

Under this new approach, students are assessed against four levels of proficiency based on previous years of schooling: Exceeding, Strong, Developing and Needs additional support. These replace the previous band system and set a higher level of achievement than the previous national minimum standard.

The proficiency levels were set using the expert judgment of professional teachers.

Panels of teachers, nominated by state, Catholic and independent sectors, identified NAPLAN questions that students should be able to answer based on the curriculum taught to them in the preceding years, in order to be considered as having met a challenging but reasonable expectation at the time of testing.

On our NAPLAN website, we have published detailed proficiency level descriptions for each year level and domain for those who wish to develop a deeper familiarity with them. These descriptions describe some of the skills and understandings students can generally demonstrate at the time of testing. The is not to describe each individual student, but to provide a fair summary of the typical skills and understandings for a student at the level.

The intent of the new approach is to show NAPLAN achievement more clearly and simply, identifying where expectations are being met.

However, the proof of the pudding is in the

50

eating. Recently, ACARA released the 2023 NAPLAN national results, which also included state and territory level data, as well as demographic information. These results were the first to reflect the new reporting changes agreed to by ministers. What they show is the new reporting system is working exactly as hoped. It shows strong performance among Australian students in literacy and numeracy skills, but provides clear information on those areas requiring improvement.

Almost 10 percent of students across Australia ‘Need additional support’ in literacy and numeracy while 23 percent are in the ‘Developing’ level and working towards meeting expectations. With expectations set higher than in previous years, it was anticipated that a higher number of children were not yet meeting the expectations at the time of testing.

The results also continue to highlight the educational disparities of students with Indigenous heritage and from low socioeducational backgrounds. Around one-third of Indigenous students ‘Need additional support’ compared to one-in-10 nationally, on average, across all year levels and domains.

The average NAPLAN scores for all year levels and domains for students from the highest socio-educational background were substantially above those from the lowest.

The new reporting system has succeeded in clearly identifying these areas where we need to focus our efforts.

On a positive note, around 65 perccent of students are meeting the higher literacy and numeracy expectations, achieving in the ‘Strong’ and ‘Exceeding’ proficiency levels.

education matters secondary

Across year groups, on average, 65 percent in Year 3, 68 percent in Year 5, 67 percent in Year 7 and 62 percent in Year 9 met the higher expectations (in the ‘Exceeding’ and ‘Strong’ levels) for literacy and numeracy.

When we look more closely at numeracy, on average, the proportion of students who achieved at ‘Exceeding’ and ‘Strong’ levels in 2023 increased from Year 3 (64.7 percent) to Year 5 (67.7 percent) and Year 7 (67.2 percent) and then dropped in Year 9 (63.9 percent), apart from Western Australia (69.4 percent).

In writing, the story is slightly different with primary students being more likely to achieve at ‘Exceeding’ or ‘Strong’ levels than secondary students. 76 percent of Year 3 students and 66.2 percent of Year 5 students met expectations compared to 62.5 percent in Year 7 and 58.0 percent in Year 9.

Another positive outcome was the increase in participation rates across all year levels and domains that returning towards pre-COVID-19 levels. This is a good sign for NAPLAN’s future, reversing a concerning downward trend in recent years exacerbated by the pandemic.

While the new NAPLAN approach will take time to bed in, it’s evident parents now have clearer, simple information on their child’s performance, and schools have the decisive information to act earlier to get additional support to students who are struggling. EM

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