The Australian Education Times August 2015

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CLA ONNE SP EC SOCSSRO CTING IAL IAL OMS PU LY LL OU

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Issue 20 • August 2015 • www.educationtimes.com.au

Aspiring teachers prepare for the big test!

FREE

What you can’t replace with machines is creativity.

Greg Medcraft

Chairman, ASIC

OUTSTANDING SCHOOL

CANLEY VALE

SCAN QR CODE TO READ DIGITAL EDITION

HIGH SCHOOL

LITERACY CORNER: ARTS & HISTORY: INFORMATION LITERACY

ABORIGINALS IN AUSTRALIA

CAREER OF THE MONTH: TEACHER

SHARPEN UP YOUR TEST TAKING SKILLS

NAPLAN TEST, OPPORTUNITY TRIAL TEST, SELECTIVE TRIAL TEST

www.onlinepreunicollege.com.au

Success Story

THE NEWS CREW

Contents News and Views:

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Testing Times for Aspiring Teachers

Outstanding School of the Month: 6 Canley Vale High School

Success Story: Greg Medcraft, Chairman, ASIC

ICT for Education:

“Sometimes, achievement is a long road and you have to see what you already have and can achieve and that gives you the confidence in your next step” Greg Medcraft, Chairman, ASIC

8 Tafe Focus TAFE NSW offers a helping hand

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10

Improving teacher ICT awareness & skills: The Greatest Challenge

Focus on University:

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The Metamorphosis of the University Cohort

Pull out: 17 Focus on

University

Connecting Classrooms Socially

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The Metamorphosis of the University Cohort

JOIN US DIGITALLY VIA OUR SOCIAL NETWORKS….

Career of the Month:

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Teacher

FOLLOW US facebook.com/theaustralianeducationtimes

Literacy Corner:

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Information Literacy @TheAusEduTimes CONTACT US email : editor@educationtimes.com.au Phone: +61 2 8883 0750 ADVERTISE email: advertise@educationtimes.com.au

Puzzle Pop:

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Some Fun Activities & Games

July in Pictures:

Career of

37 the month Do you want to be a Teacher?

When you see this symbol, check out our website for real life interviews and more info!

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www.educationtimes.com.au The Australian Education Times

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The Australian

Education Times

W

elcome readers! Finally, the last month of winter has arrived and we can’t wait for it to be over. We, at The Australian Education Times, do our best to bring informative articles revolving around the education world.

In this issue, we tell you all about the Literacy and Numeracy test for aspiring teachers. Without a shadow of a doubt, Australia’s teaching quality has been criticised over and over again and needs great amount of improvement.

Education forms the most important part in children’s formative years and teachers play even bigger role in that. Realising that importance, the Australian government has initiated this test to ensure teachers understand the most basic skills, literacy and numeracy. Read more about the test in our news & views section.

Our wonderful and talented experts have provided insightful articles in the Literacy corner, ICT for education section and Focus on University. Read about how today’s diverse university student cohorts create challenges for students and staff alike, but also some exciting, invaluable teaching and learning opportunities. Our ICT expert tells you about the methods availbale for the professional development of the teachers and issues with the same.

If you would like to see anything featured in the following months or have any feedback regarding articles, we would love to hear from you.

Write to us at editor@educationtimes.com.au, your option is important to us.

Bye for now,

The Editorial Team

Letters to the editor Dear editor,

I want to share my thoughts on the rising cheating culture in Australian High Schools.

It is a shame that while internet has proved tremendously helpful in education, it has also opened up doors for plagiarism and other forms of cheating. I believe students should be given inschool tests to avoid such cheating habits.

Lisa, Bronte

Dear editor,

Cyberbullying is indeed a vice in this society and teenagers are targeted the most. I want to thank the magazine for providing helpful resources for children, who might be facing it but don’t really know whom to contact for help.

Pauline, Newcastle

Dear editor,

I thoroughly enjoy reading Anne Shaw’s Literacy articles. It’s amazing to see how children can learn some of the most important aspects of life like finance.

Elisa, Mosman

Acknowledgment

MEET OUR EXPERTS Anne Shaw, Founder and Director of 21st Century Schools Anne works with educators around the world in designing education for the 21st century. Anne is an international consultant and presenter, as well as an author. Her work with educators worldwide is focused on designing education that is truly 21st century, from policy planning to lesson planning, from curriculum design to professional development programs. www.21stCenturySchools.com Director@21stCenturySchools.com http://issuu.com/anneshaw21/docs/brochure

Nita Temmerman, Higher Education Consultant PHD, M ED Hons, B ED, DIPMUST, ATCL, MACE After an academic career that spanned 4 Australian states and positions as Pro Vice Chancellor Academic Quality, pro Vice Chancellor Community Engagement, Pro Vice Chancellor Partnerships, Executive Dean Faculty of Education and Head of School, Nita currently works as an independent higher education consultant and advisor.

Darryl Watson, Director of EDU-IT

Director of EDU-IT, which provide consulting services to schools for ICT leadership and direction. He worked with technology for nearly 40 years and the last 12 have been in the education sector. Daryl was the manager of ICT operations at All Saint’s in Perth from 2002 until 2014.

The Australian Education Times would like to acknowledge the Darug people who are the traditional custodians of this land. I would also like to pay respect to the elders past and present of the Darug nation and extend that respect to other Aboriginal people present.

The Australian Education Times is dedicated to providing relevant and up-to-date news and resources that can be used in the classroom or at home. If you would like to contribute to our magazine, please write to Noelene at editor@educationtimes.com.au All contributions are to be 300 words long and to include a photo that is saved as a jpeg.

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perform at the sydney opera house AUSTRALIAN INTERNATIONAL MUSIC FESTIVAL Welcoming applications from all ensemble types including Wind Bands, Orchestras, Choirs and Jazz Bands. This is an educational event aimed at providing incredible performance opportunities as well as workshops with world class clinicians.

+61 2 9453 5188 experience@worldprojects.com.au This festival attracts ensembles from around the world including USA, China, Singapore, Europe, New Zealand, Australia & more...

Key Experiences Performing at the Sydney Opera House Adjudicated Performance Workshops with International Clinicians

www.worldprojects.com.au

Sydney 2016 3RD - 10TH JULY

The Australian

Education Times NEWS AND VIEWS

Testing Times for Aspiring

Teachers T he quality of teachers in Australian schools have long been questioned by one and many. Scholars have always nodded in agreement when it came to improving teacher quality which has been considered as one of the reasons why Australian students lag far behind in world rankings for basic competencies in reading and mathematics.

Considering the importance of quality teachers and raising the standards of teaching profession, The Australian Government has commenced the implementation of Literacy and Numeracy Test for Initial Teacher Education students.

The aspiring teachers in Australia will now have to undergo the test to

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The Australian Education Times

establish their abilities to spell and count.

With the pilot phase of the test commencing in late August, 2015, up to 5,000 pre-service teachers will sit the exam only voluntarily as of now.

However, from July 2016, the national implementation of the test will commence, which will put ambitious teachers to test.

Australian Council for Educational Research (ACER) are to conduct the trial exams and are available to teaching students of all year levels in Australia’s capital cities and the regional locations of Albury and Ballarat. The response already appears to be immense as Adelaide, Albury, Brisbane, Canberra, Melbourne and Sydney test centres

for the August test are already filled to capacity by the end of July.

The sample exam paper includes questions like comprehensions, detecting spelling errors, finding percentage of remaining funds in education budget, navigation and distance calculation.

Those who are currently enrolled in Initial Teacher Education (ITE) are eligible to sit the test. They will still graduate, even if they fail the test.

But, after its national implementation commences in 2016, those who fail the test would not graduate from their teacher training.

Why is the Literacy and Numeracy Test being implemented?

The Teacher Education Ministerial Advisory Group report, Action Now: Classroom Ready Teachers, found teacher employers had concerns with the classroom readiness of initial teacher education graduates and that the confidence in the quality and effectiveness of new teachers must be addressed.

Implementation of a nationally consistent literacy and numeracy test for initial teacher education students is a step towards providing a response to the concerns about the quality of teacher training and raise confidence in the effectiveness of existing programs in preparing new teachers.

What is the Literacy and Numeracy Test?

The Literacy and Numeracy Test is an examination of aspiring teachers’ personal literacy and numeracy competences. It doesn’t measure their ability to teach the two core skills to be examined. The Literacy and Numeracy Test is a key recommendation of the Teacher Education Ministerial Advisory Group report, Action Now: Classroom Ready Teachers.

Sal @SalPiracha I’m guessing because too many teachers have poor literacy & numeracy.

Would be better to test at admission, though.

Lynn Wicker @lynn_ wicker

Could you pass the test to be a teacher?

Beth @Beth13 I scored 100% on “Can you take the teacher test?” on Qzzr! Can you match that?

Emily Baker @emilybakertas Tasmania has been excluded from a federal trial that will test the literacy ad numeracy of student teachers David Ayliffe @GoodSects Anyone know stats on this.

Is it a problem or political?

“Could you pass the test to be a teacher?

S Marshall-McCormack @ShannonMM9

Teachers need to pass new literacy & numeracy test from August before graduating. But first 5000 won’t be failed. What’s the point @cpyne?

The Australian Education Times

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The Australian

Education Times OUTSTANDING SCHOOL

Canley Vale High School is a place of contradictions and unexpected surprises‌

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ocated in the South-Western suburbs of Sydney, Canley Vale High School serves a diverse and dynamic community. A community, that on the surface looks like any other working class neighbourhood in urban Australia. The demographics tell us that behind the paling fences and in the fibro homes live families whose incomes place them amongst the most disadvantaged in New South Wales. The

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The Australian Education Times

majority of these families are either new Australians or have established their ancestry in Australia for one or two generations, resulting in a community that is a rich tapestry of diversity. Such a community brings with it an energy of aspiration and enterprise that is equally challenging and rewarding.

From this context of socio-economic and language disadvantage shines a story of determination and extraordinary

success. In all measures, the students of Canley Vale High School achieve astounding results in the areas of attendance (94%), retention (99%), and at or above National minimum standard in NAPLAN Literacy and Numeracy (97%).

The end result for our students is that 90% of them successfully make the transition from completing the Higher School Certificate to tertiary education well above State or National norms.

However, schools are not lists of statistics and students and staff are not motivated by percentages. To paraphrase Sir Ken Robinson, there is not one student or teacher who wakes up in the morning and is motivated by the idea that today they will improve Literacy at Canley Vale High School by 3%.

Motivation is found in more humanistic ideas. People are connected to others who they trust, places where they belong, where there is a sense of purpose and where they can be successful. As I regularly say to the staff and the Canley Vale High School community, “We do not make cars or boxes. We make people.

People take time and care.”

As the Principal, my approach is to ensure that cultures of trust and success are created and nurtured so that collaboration and innovation may thrive to ensure that we are harnessing the intellectual and social capacity of the school. I am interested in instilling the targets of best practice and next practice.

Next practice is not only achieved through the myriad of institutional actions and formalities, more importantly it is found in the conversations, asking the right questions, encouraging a wide ranging dialogue and doing a lot of listening.

I am often asked why the school is so successful. The answer is not in our statistics but is in the collective determination of the individuals. The parents, who despite their own history are dedicated to the principle that education is the key to their family’s future success. We are very mindful of the support that our parent community affords us and we work very hard at ensuring that we reciprocate their trust by serving them well. The staff are dedicated to improving the learning opportunities within their classes, through dynamic professional learning and understanding the holistic needs of their students. I am always mindful of the demographic landscape of each of the faculties, ensuring that there is a blend of experienced and early career teachers. This ensures that each faculty has the right mix of experience and energy. My staff would tell you that because we have such

great students, they have the freedom to master their teaching practice and that keeps them invigorated. This is why there are a number of staff who have been teaching here for several decades. This year is the 50th anniversary of the school and I have one teacher who has been teaching here for fifty years.

The students at Canley Vale High School are a key ingredient to the school’s success. Their involvement with our leadership and volunteering programs, debating, Tournament of the Minds, Duke of Edinburgh, Sport, Performing and Creative Arts, University partnerships, academic competitions, Gifted and Talented programs and the many other integrated opportunities ensure that they are fully engaged in school life and their studies. In the last two years, they have been responsible for the imagining, project management and realisation of a range of initiatives including a school publication, filming and documenting school activities, improving school uniform, designing a playground area, forming a chess club, environmental improvements and charitable work outside of school hours.

It is not uncommon for me to have daily discussions with students who provide me with invaluable feedback about how their classes are going, or making suggestions as to how to improve the school, or submitting proposals to start

extracurricular academic and/or social programs.

The true story about how our students value their time at Canley Vale High School is found with our alumni. A significant number of them return to our school as volunteer tutors or assist in a range of school programs. They are involved in community development or philanthropic projects, but most of all they are building complex and rewarding lives that are focused on serving the community and improving the opportunities for themselves and their families. In our recent years we have witnessed our alumni enrolling their children into our school in increasing numbers.

Currently, there is a high demand for places at Canley Vale High School. Every week, I receive emails from prospective students nationally and internationally looking for placement in our school.

Lately, the numbers of students forgoing placement in selective schools in favour of Canley Vale High School has increased.

The thing that the staff and I are most proud of is that there is no entry exam to Canley Vale High School, the criteria is simply that you are a local.

Canley Vale High School is a reflection of the character of the community it serves. It embodies the values of hard work, enterprise and ambition. It embraces a care that is sensitive and thoughtful in empowering young people through education and all that it offers. It is a significant experience in the life and growth of a child and it stands as the place where opportunities lie and community comes together.

This is why we proudly say that we are truly a local school serving our community well.

The Australian Education Times

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The Australian

Education Times SUCCESS STORY law because I saw those two (law and commerce) together are very useful in business. I always had an interest in business and making money.

What are the biggest strengths you think everyone should have in order to succeed?

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10 INSIGHTFUL QUESTIONS TO

Greg Medcraft

H

e was once an executive director, then a chief executive officer and now a successful chairman of the Australian Securities and Investment Commission.

With over 30 years of experience in investment banking, Greg Medcraft has become a well-known name in the country. Keep on reading to know how an accountant went on to become the Chairman of ASIC. His words of wisdom are sure to inspire you on your road to success.

Learn about ASIC’s financial literacy initiative for young people and more.

Tell us about your journey from school to University and how you ended up as chairman of ASIC today.

1

I did my HSC in Melbourne, and went to Melbourne University to attain a degree in Commerce. When I started out, I wasn’t sure what I was going to be but I knew I was going to do something in business.

I studied commerce and went on to become an accountant for 3 years.

As an accountant, I focused on investment banking. Then I moved into investment banking and spent 30 years around the world. The last thing I ever thought I would be doing is being a regulator.

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The Australian Education Times

You’ve travelled quite a lot over the years; do you believe travelling is important to gain life experience and getting ahead? Why?

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I think the benefit of travelling is that it opens up your mind. Not everyone has the same way of achieving things.

I find travelling really useful as a new way of doing things, talking to people and getting a broader view from your own country. It’s really important to travel so you could get different ideas in terms of how you may do things.

What motivated you to pursue your dream in commerce?

3

My interest in business was my main motivation. I started doing law and commerce but then I decided I was keen to make money, so I decided to do commerce. I did end up doing some

The most important thing is to never give up. Just because it has never happened before doesn’t mean it can’t be done. My motto is, if you start making progress, don’t stop. Always value what you have. Sometimes, achievement is a long road and you have to see what you have and can achieve and that gives you confidence in the next step. So, it’s a series of baby steps to achieve something. The second thing is to work and listen to people. It is important to have a clear strategy, communicating well and thinking as a team.

What’s your secret to maintaining a family life, while still getting a reputation as a successful chairman?

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It’s a challenge for a lot of people to keep a balance. I’ve always said, you have to put your family first and remember family always comes first. If you have to make a decision between the two, family should always come first. It’s very important to try to keep that balance.

If the family is not working, then other things won’t work either.

What advice do you have for parents and students for smart investment in education?

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Investment in education can be critical.

On our money smart program, we provide a lot of information about savings for things like education. I believe the reason I am here today, comes down to

Sometimes, achievement is a long road and you have to see what you already have and can achieve and that gives you confidence in your next step.

an opportunity to have a good opportunity. Education is the key to improving your standard of living.

Tell us a bit about money smart- ASIC’s financial literacy initiative for young people. How can this help me?

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Money smart should be able to help you and others; in terms of giving tools you’re interested in, - savings and investments or understanding money. We all start dealing with money from a very early age. Money smart town (game) has you earning an income, so it has really good examples on disciplining you on how to manage money. We’ve also got money smart teaching, which is learning about financial literacy tools. We talk to 10,000 schools in Australia.

Do you think money management and budgeting skills should be included as a curriculum in schools?

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Yes, I think it is critical because at the end of the day, you go to work and you have to manage your own budget. I think it is an essential part of schooling. In the national curriculum, I think it would be a really good idea to make it a part of what you do, e.g. if you’re learning mathematics, having to look into concepts of day-to-day spending, or if you’re learning about history, you could learn about past money.

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A lot of students dream to be like you someday. If you could be anyone else for a day, who would it be and why?

I quite like being who I am. However, one person who I think is quite interesting in history is Leonardo da Vinci.

He was so innovative, so creative, and was regarded as one of the best artists and he wasn’t afraid to explore.

That’s how we progress, we confront challenges and we keep moving on.

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You’ve had 30 years of experience in the real world, what advice would you give to current students who also want to succeed like you?

It is really important to be creative because the world is changing very fast. What you can’t replace with machines is creativity. Interpersonal skills are also really important, as well as having life-long learning. One of the things I love is that I’ve never stopped learning; you’ve got to keep learning and just be flexible. Most importantly, you’ve just got to love what you do, if you have a passion about something, that’s probably gaining you the most important drive.

When you see this symbol, check out our website for real life interviews and more info!

THE

SEARCH IS N! The Australian Education Times is on a hunt for talented school kids to become a part of their News & Crew family.

Join our amazing team of super talented and ambitious young reporters and get a chance to interview some big Australian personalities.

WHY YOU SHOULD ENCOURAGE YOUR CHILD? • It will boost their confidence to new levels.

• Gain substantial experience at a very young age.

• An opportunity to work as a reporter.

• Encourage them to take journalism as a profession.

• Young starters are big achievers.

• Boost up their confidence.

• A certificate of appreciation.

You could be our next star reporter!

The Australian

Education Times ICT FOR EDUCATION

The Greatest C S

ince the inception of 1:1 technology programs, the need to increase the awareness of and improve skills, in the use of technology, to staff has been of universal concern. In fact, this has probably been of concern forever, it’s just the change driven by technology and the increased rate of change has highlighted deficiencies in these areas.

I’ve been attending conferences for the last 10 years and this topic has been of interest to all the attendees. My discussions with many schools from all types of demographics and budgets has highlighted a few methods to deliver Professional Development (PD) to staff.

Method

2

Method

3

Just in time support: In this circumstance, a teacher will have support in their classroom for using the technology. This could either be in the form of a technical support person assisting the teacher and showing them how to deal with issues or with a curriculum ‘expert’ assisting with the implementation and transferring skills to the teacher.

This is probably the most effective way for teachers to be supported in the adoption of technology as it is entirely at a practical level. It does require staff to be available as needed by teachers. In this scenario, there’s a need for the teacher to reach out so the communication path of other types of PD is reversed.

Method

4

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Off site PD: This type of PD is readily available and includes those run by vendors, peak bodies and in some cases, schools. Most times there’s a cost for this type of PD and the need for relief.

The Australian Education Times

On site training with teacher relief provided for staff or PD is conducted during Professional Development days:

The cost of this is high as the staff costs for the relief teachers need to be covered by the school or it is competing for access against the myriad requirements on any staff PD day. This type of training is normally mandatory for staff.

Method

1

On site training delivered by an ICT specialist during teacher down time (Lunch time or after school):

This is almost certainly the cheapest form of PD for the school to produce. The ICT specialist can either be from within staff or arranged through a vendor. This type of session is normally voluntary and the value is greatest for staff already implementing technology.

Issues with Method 3

Challenge

There are two main factors limiting the adoption of this type of PD/support.

The first limitation is around communication. To properly use this method it must be sold to teachers so they know what’s available. Staff should know they can call up and have someone come and look after them whenever they need. Often, this is not the expectation with teaching staff. The other communications issue is; teachers need to let the support person know when and where they will need them and also, what they’re needed for.

The second limitation is the resourcing problem. How do you have a staff member on-call with suitable skills?

If the school has acknowledged the need for staff support with technology implementation, this will be provided, however, if the expectation is that staff will just adopt technology, this will not be the case.

Issues with Method 4

Issues that limit the effectiveness of Professional Development methods.

Issues with Method 1

Often training which is ‘free’ is deemed to have no value and therefore little importance is placed on attending this type of session. As this is dependent upon staff committing to use their time to come to the training, the pressure to attend is less than the need to deal with other issues so the PD is easily pushed aside by any urgent matter.

I have seen PD sessions like this timetabled for entire terms in order to enable planning for teachers, often only two or three sessions, out of more than 30, have anyone attend. At other times, when they’re directly supporting a new technology, such as when we rolled out Interactive Projectors, they’re very popular, well attended and give great value.

Issues with Method 2

There’s a limit to how often this type of training is used. Either the cost or just the number of PD days limits the number of opportunities to utilise this type of training. Of course, it would be good practice to have this included in a technology project plan when deploying classroom technology. In my experience, schools are very sensitive about the cost of IT projects, this means that normally the implementation stage of these projects is curtailed to reduce costs.

In turn, the loss of the implementation stage reduces the amount committed to training. Most vendors of IT equipment into schools will have allowance for training as part of their plan. When a school reduces the training it will always slow the adoption of technology, which almost always leads to partial adoption instead of the expected full adoption.

The appeal in the off-site PD is to those who are already interested in adopting technology. It’s self-selecting, doesn’t get the vast majority of teachers involved and the goal of complete adoption of technology will never be realised if this is the only type of PD available.

Each of these methods has shown to be less than ideal, but when combined in the right balance can lead teachers to have confidence in the implementation of technology in their classroom: • When those keen adopters of technology are given the opportunity for off-site training, they bring those skills back to provide on-site PD to others; • When teachers are well supported for both the technical and curriculum aspects of technology in their classroom; and • When the school is willing to persevere to improve the confidence and skills of their staff in the use of technology.

If all of those conditions are met, there will always be continuous improvement in the classroom use of technology.

About the Author:

Darryl Watson

Director, Edu- IT PTY Ltd

The Australian Education Times

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The Australian

Education Times ICT FOR EDUCATION

App Review

DID YOU KNOW? 60%

of the apps, in apple store, under the education category of kids section are just games.

This free app is an international hit. There are six categories (Science, Entertainment, Geography, Art, Sports and History) in which friends can challenge each other and test their knowledge.

96%

of teachers agree EdTech increases student engagement.

54%

of teachers, in 2009, started bringing personal computers into classrooms.

123 Sheep This app is great for young children to practice learning their numbers and how to find odd and even numbers.

Kids have to count the number of sheep and figure out how to write each number. Pretty great if you want the young ones to fall asleep too, count some sheep!

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The Australian Education Times

30 hands: create & show what you know 30hands allows students to explain ideas and share their understanding of certain topics by creating flipped videos. This is great for primary school or high school students who want to share their creativity or help their peers understand something like they do.

89%

of 325,279 students have access to internet connected smartphones.

43%

of students use technology for educational games.

Sir Tim Berners-Lee

created the World Wide Web in 1989.

The Australian

Education Times PROMOTION

Kindle for

A

new app that gives you access to the world’s largest selection of eBooks on your compatible Samsung device is here*. Kindle for Samsung is great for Australian primary, secondary and tertiary students who want to read on the go. In partnership with Amazon, Kindle for Samsung has everything students can expect from the standard Kindle app, plus they can download a free book every month from the Samsung Book Deals selection. **

Samsung So why use Kindle for Samsung?

Kindle for Samsung can provide students with the opportunity to read from virtually anywhere, with downloaded books available offline.

Kindle for Samsung can be downloaded from the Samsung Galaxy Apps store on compatible Samsung smartphones and tablets^. Existing Amazon users simply use their Amazon account details to login and begin exploring. For new users it’s easy and quick to create a new account.

With the Kindle for Samsung app, you can choose a free book every month from the Samsung Book Deals selection!** Access the world’s largest selection of eBooks Time to Read estimates how much time it will take to finish a chapter or a book based on your personal reading speed.

Whispersync synchronises your reading across your compatible devices^.

Worry-Free Archive automatically backs up your Kindle books in the cloud,# including all your previously purchased Kindle eBooks.

There are several benefits to using Kindle for Samsung in classrooms and in education: -Students are able to download books at virtually any time on their compatible device* -Students are able to focus on the vocabulary within the book or article they have selected, as they are a click away from finding out the definition of the selected word -Learning new vocabulary can help support improvement in reading comprehension skills, as well as understanding more difficult texts.

* Internet connection required. Data charges may apply. Content within Kindle for Samsung must be purchased and is subject to availability. ** Internet connection required. Data charges may apply. Kindle for Samsung app only available on compatible Samsung devices. Samsung Book Deals only available to customers who sign in with a Samsung Account. ^ Internet connection required. Data and subscription charges may apply. # Internet connection required. Data and subscription charges may apply. Usage is subject to cloud provider agreement.

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The Australian

Education Times TAFE FOCUS

PROMOTION

TAFE NSW offers a helping hand

T

aking those first few steps into vocational training and education can be daunting. TAFE NSW understands that all new environments bring with them a set of challenges and has put in place a range of support services to make learning as easy as possible.

With the extensive Student Services, TAFE NSW supports you throughout your study and in all areas of student life.

What kind of support can you expect?

Counselling and career planning Every TAFE NSW institute and campus provides its students with access to a counsellor, which provides professional help with concerns affecting enrolment, study, careers and particular requirements, such as disability access or advice on work issues.

The counselling service is open for students already studying at TAFE as well as for those considering to enrol at TAFE. This can include people such as final-year school students, or those wanting to learn new skills, change jobs or re-enter the workforce after having children or recovering from an illness.

Such prospective students often benefit from advice on how to go about taking the next step in their career or achieving a particular goal, such as climbing the ladder in their current role.

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Study support Sometimes, you may need help with a particular subject or skill. Perhaps, maths isn’t your strong point, or you find it hard to express ideas in writing for essays or exam answers. If you need help like this, TAFE can offer you tutorials and other forms of learner support.

Learner support may help you with: • Literacy • Numeracy • English as a second language • Maths • Science • Computing skills • Communication skills

Depending on your needs, TAFE also offers learner support: • At drop-in centres • In small groups • With a team teacher • As one-to-one tuition • Via the internet

Disability services TAFE NSW enrols a large number of students with a disability and provides specialist support to assist them towards successful completion of the course. If you have a disability, whether it is physical or psychiatric, temporary or permanent, TAFE offers a range of support services to assist with your training, including:

The Australian Education Times

Counselling – when you’re thinking about enrolling.

Choosing the courses that are right for you, and enrolling in them.

Identifying the classroom support and assessment modifications that suit you best.

Access to services such as tutorial support, adaptive technologies, sign-language interpreters, note-takers or disability assistants.

Information on how your teachers will plan, deliver and assess your training to take into account your particular needs.

Libraries Need help with finding information for your course?

TAFE NSW has a state-wide library network that provides access to the latest digital and print resources as well as professional library staff to help you with research and support your studies. Libraries give you access to: eResources, including eBooks, eJournals, course specific research articles, standards and more.

Books, magazines, DVDs and other resource materials as well as interlibrary loans.

Subject specific library course guides with recommended websites and resources for TAFE NSW studies.

Reference services, information literacy and internet skills workshops.

Individual and group study facilities as well as social spaces for getting together with other students.

Photocopying and printing services.

Library services across Australia via the National Reciprocal Borrowing Scheme.

Aboriginal and Torres Strait Islander students TAFE NSW enrols a large number of Aboriginal Torres Straight Islander students, and provides specialist support to assist Aboriginal students to successfully complete your course. TAFE NSW also liaises with local communities to provide customised courses and services as well as access certain forms of financial help. If you’re eligible, you may be exempt from paying the student fee. You may also be eligible for ABSTUDY, government financial help for Aboriginal students, from Centrelink. TAFE NSW administration staff members are trained to help you answer your questions about fee exemptions and concessions.

For more information, visit www.tafensw.edu.au

The Australian

Education Times FOCUS ON UNIVERSITY

THE METAMORPHOSIS OF THE UNIVERSITY STUDENT COHORT

I

went to university as an undergraduate student at age 17 straight out of secondary school. In those days, most students going onto tertiary study did the same. No one I knew took a ‘gap’ year.

My cohort was small and we all started together as full-time students on campus, domestic students enrolled in exactly the same courses each semester for the duration of our degree program. We got to know each other very well over the 3 years and studied and partied together and supported each other through the tough times. Our ages ranged from 17 to 18, with just 2 exceptions – one 19 year old and one mature age 45 year-old female.

It was in the era pre the Higher Education Contribution Scheme (HECS), which meant university was accessible to most and definitely cheaper than today. We tended to stay on campus for the duration of the day.

We had classes every day and if there were gaps between lectures or tutorials, we sat in the cafeteria chatting or caught up on work.

If we fast forward to 2015, the above scenario is probably quite a rarity.

First, approximately 25% of students who are offered a place at university defer to take a ‘gap’ year to work, travel or volunteer.

Second, the on-campus mode of delivery is now complemented by the wholly online option or mixed mode, which sees students blend on campus with online study options.

Third, universities now have a variety of entry pathways for students who want to study after a considerable absence from any formal education without any stigma

associated with undertaking a preliminary preparation program. It means classes are more diverse, with non-school leavers or mature age students no longer an uncommon addition.

Fourth, with the increased articulations between technical colleges and universities, more students who have completed a Diploma or Associate Degree can now further their study by enrolling in a university degree and receive credit for their prior studies. (Note: more colleges and private providers are now also offering degree options). For those who can demonstrate relevant work experience, further exemptions for some university courses may be granted.

Fifth, universities now operate more like businesses (not a criticism – just a reality) and part of their efficiency drive is to reduce replication of effort across disciplines and degree offerings. It is not uncommon for example, for a Science Faculty to offer the core Statistics course within the university that students enrolled in Science, Biomedical Science, Psychology, Commerce and Secondary Education enroll in.

Sixth, Australia is a major destination for transnational education, which has seen a huge growth in international student enrolments over the past 30 years, especially from Asia.

Finally, more and more of today’s students have to work in order to support themselves through their degree. For them, the blended option can be a godsend. For others, they may have to resort to being a part-time student.

The university undergraduate class of today is an amazing specimen of diversity.

It could be made up of domestic and international fee-paying students, those who are school leavers as well as mature age students, full-time and part-timers, those completing their studies wholly online or completely on campus or undertaking a blend of both modes of delivery. There might be some who have had work experience relevant to the degree being studied alongside others who have had none. First year students could be sitting alongside second or even third year students based on credit received for prior studies and work experience. Science students could be problem solving with Education, Business and Health studies students.

Today’s diverse university student cohorts create challenges for students and staff alike, but also some exciting, invaluable teaching and learning opportunities.

About the Author

Nita Temmerman

PHD, M ED HONS, B ED, DIPMUST, ATCL, MACE

The Australian Education Times

| 15

August

My Reminders:

The Australian

Education Times

G N I T C E N CON

S M O O R CLASS SOCIALLY

EMBRACING Social Media & using it as a Learning Tool

TEN WAYS to Use Twitter in the Classroom

USING SKYPE in The Classroom

The Australian

Education Times PULL OUT

Embracing social media a using it as a learning tool

I

t was not so long ago that social media in the classroom was seen as a possible distraction. However, as educators begin to see the upside to social media use between students and teachers, applications such as Twitter and Facebook are now being used both in and outside of the classroom environment as educational tools.

Learning environments are now becoming virtual online forums where teachers hand out assignments, provide links, updates and provide instantaneous homework support.

However, the issue of virtual classrooms is still controversial.

Statistics show that not all teachers agree that online and mobile 18 |

The Australian Education Times

technologies do actually create better learning environments.

In 2013, Pearson Learning Solutions and Higher Education conducted a survey about the interactive nature of online and mobile technologies to find out the views of educators.

Survey results showed that 45.9% of faculty staff somewhat agreed that social media in the classroom creates a better learning environment. 33.1% of educators disagreed, 13.3% strongly agreed and 7.7% strongly disagreed.

78.9% of educators agreed that due to social media communication between students and staff had increased. 16.6% of educators said it had no impact, and 4.4% said communication had decreased.

41.2% of educators believed social media to be more distracting than constructive in the classroom setting.

34.7% somewhat disagreed, 14.8% of educators strongly agreed and 9.2% strongly disagreed.

According to the American Library Association, prohibiting students from using social media in schools does not teach safe behaviour and leaves youth without the necessary knowledge and skills to protect their own privacy or to engage in responsible speech.

The association’s policy statement states that librarians and teachers should educate minors to participate responsibly, ethically and safely.

How are schools currently using Facebook, Twitter and Pinterest to enhance student communication?

and l

teachers to Facebook groups are being set up by now are hers communicate with students. Teac ents stud with te able to share information and collabora ire requ not from a distance. Facebook groups do r. Members of the othe each with ds frien be members to rmation, polls and groups can exchange files, links, info e makes a videos very quickly. Anytime someon each receive a contribution to the group, the members notification. students Class subject Twitter accounts that . The hers can follow are being set up by teac r class. thei to ted teacher then tweets information rela hers teac e Som Some even set homework via twitter. ents Stud s. plan incorporate Twitter into their lesson e sitting in class, whil king thin are they t wha can share of the classroom. via twitter on the screen at the front virtual pin Pinterest is becoming popular as a urces that reso board. It is great for sharing web . vant students will find interesting or rele

NINE WAYS FACEBOOK STRENGTHENS TEACHER-STUDENT CONNECTIONS:

• Allows teacher’s to reach out to students in need

• Gives the teacher an idea of wha t is going on in students’ lives • Teachers are able to connect with the student’s family through Facebook • Facebook provides the opportunity for instant learning and homework supp ort • Teachers are now able to hand out assignments, even on sick days • Facebook is helping to create a no excuses environment • Facebook gives teachers the opportunity to teach students how to deal with the world • Using Facebook strictly as a lear ning portal • Mobilising students into action for a good cause

Pros of encouraging the use of social media in the classroom:

1

Social media websites definitely increase student collaboration. They also provide a way for students to easily contact each other regarding homework, school projects or group assignments.

Educators can use social media to: d Help students develop an ial soc l’s oo sch follow their media policy.

1

2

Encourage students to follow social media guidelines.

Stay up to date about gs safety and privacy settin as h suc s on application Facebook.

3

Promote good citizenship in the digital world.

4 5

Embrace societies newly acquired digital, social, mobile, and “always on” t learning styles of the 21s Century.

2

Using social media in the classroom often encourages more student participation.

Students who do not participate regularly in class discussions may feel they can express their thoughts through the use of social media. It can help build the student’s confidence and encourage them to find their voice to be able to participate in class.

3

When students have a question after school hours about a class assignment, they can now post a message asking if any of their fellow students can assist. They also have the option of asking specific questions to the teacher on a wall, which cannot be seen by the other students. This allows the whole class to have access to feedback from their teacher.

4

Teachers are now able to share resources much faster when using social media in the classroom. If a teacher needs to direct students to a particular online resource they can easily share the site through social media sites such as twitter. If the teacher wants the entire class to visit particular sites, all they need to do now is to tweet the website, and the entire class is able to view it with one click.

5

Social media helps to keep parents, teachers and students all on the same page.

Teachers can now post updated information on social media sites about class activities, homework assignments and reminders for upcoming school events. Private messages can be written to parents and students on Facebook, without having to make phone calls.

6

A great advantage of social media is the opportunity it provides for students to engage in critical thinking. While many students use social media sites, many do not use them critically, or deeply. Yet, now there is an opportunity to encourage students to become more critical and more discerning about the information shared on social media sites.

The Australian Education Times

| 19

The Australian

Education Times PULL OUT

Facebook:

Engage students where they spend most of their time.

Create a class Facebook group Post Assignments Make Announcements Send deadline reminders Invite parents to the group Encourage students to post any queries or questions on group’s wall Encourage discussions Post photos, videos and other resources for students

Create a classroom or school insta account Post pictures of relevant material such as textbook chapters, learning resources etc Post motivational memes, quotes to keep your students inspired and confident Post a picture of the student of the week Post pictures which illustrates concepts taught in the class Ask your students to come up with a photo essay and let them post with hashtags Post pictures of major events held in school

Create a digital brochure for your school on Instagram Post short videos or pictures that demonstrates school’s policies and beliefs Create user-generated content by hashtagging and involving community, teachers, parents and students Create a team of students who would act as photographers and editors of your school account

CONNECT BETTER WITH YOUR STUDENTS

S

When in classroom discuss videos and resources with students posted on facebook Encourage students doing well in the group and boost their confidence Encourage students to create a group project work page on Facebook A school Facebook page can post upcoming events, competitions, activities, celebrations or trip news.

ocial media entering our classrooms is not something very new, but the integration of the social media tools might not have been very active till date. The reasons are varied. Teachers should not assume that using social media in the classroom would prove more harmful than helpful. Don’t forget that most of your students are already using popular social media platforms like Facebook, Twitter, Instagram and others. Use it in the classroom or not, they still will be using it. Then why not you, as a teacher, jump on there as well and utilise the social media popularity for more learning purposes. Take a look at this infographic and get an idea of how to use different social media in the classroom.

20 |

The Australian Education Times

Instagram: Pictures speak a 1000 words!

Twitter:

Teach your students, less is more! In this case 140 chaacters.

Tweet story. Great for editing skills and story structure Follow the issues trending on Twitter Encourage students to ask questions on Twitter Connect classrooms around the world Throw Twitter challenges: 140 characters is a challenge itself

Spark lively discussions.

Organise all the great video content you find Archive your work Allow students to dig deeper into a subject Get struggling students up to speed, and push strong students ahead Review for upcoming exams Create a YouTube center in your classroom Create quizzes to accompany videos for instant feedback

Twitter poll: encourage students to tweet their opinion on any issue or news Provide your class with a live news feed Student-hosted Twitter chats Post daily learning targets Follow experts Observe conversations

Create interactive video quests Flip your classroom Make them watch & listen Ted Talks Complement your lessons with videos Have students take down few important points during the video Base an exam or test or a task on a video Students or the whole classroom (or groups) can create video replies to each other

Pinterest:

Youtube:

Share inspirational quotes Visual sharing for architecture, photography, art, design classes Suggest reading materials Encourage student participation Show students work Follow education related boards Show rather than tell Students and educators participate by repining pins

The Australian Education Times

| 21

The Australian

Education Times PULL OUT

T

witter, the social media site first used for sharing daily life events with friends and family, has quickly evolved into a powerful educational tool, which can now be used by teachers in the classroom.

Together, both students and teachers can share ideas, and gain exposure through this well-known application.

However, as this model of education grows, teachers may be left wondering exactly how they can integrate the use of twitter into their lesson plans.

Ten ways to use in the classroom

TEN EXAMPLES OF HOW TWITTER CAN BE USED IN THE CLASSROOM

1

TWEET STORY- GREAT FOR EDITING SKILLS AND STORY STRUCTURE

• Choose a theme • Genre: Fairy Tale, Sports, Adventure, science fiction, etc.

• Give the story a very simple common opening and tweet this to your network.

• Ask your class network to continue the story in tweets, flowing on from the previous tweet. Teachers can follow their students via www.twitterfall.com.

• Teachers can choose the best tweets and edit these into a fully developed story.

2

HOW PROBABLE?

• When teaching probability, you can engage your Twitter network by asking students to give you a real world response to your questions.

• Questions which can be asked include: - “What are the chances you will see a duck today?’’

- “What is the likelihood that it will snow in your location?’’

• The variety of individuals in varied locations should hopefully give you and your class a range of responses.

• Twitter replies can then be added to an IWB notebook and put on a probability scale or a map of the place, which will encourage further discussion and debate about how this too will affect the probability of different events.

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The Australian Education Times

3

SCAVENGER HUNT

• Ask your students to search websites, look for pictures, or other online documentation that fits your subject area. For example, if you are studying China, you could ask students to find a map of China developed before the People’s Republic of China was formed, or you could ask students to give an overview of the Tiananmen Square incident.

• Students will then post their information through the use of links on Twitter. Once a resource or link has been posted, the same link cannot be re-posted be other students or groups.

• This task could be used to teach research skills and information literacy.

4

Twitter as Trip-tracker

• Twitter can be used to track a school sponsored bushwalk, or school trip so as students, parents, or other people

supporting and sponsoring the event can follow the journey.

• Twitter updates instantly, works from a mobile Phone, and can upload the photographs that are geography - tagged, so as parents can feel as though they are part of the trip.

The whole school is able to watch the ongoing developments, and the students on the trip finish up with an excellent record of what they did on their trip.

5

GLOBAL ASSEMBLY

• Ask your Twitter network to comment on either local or national issues for either a class assembly, or a whole school assembly.

• You can ask your student’s questions like ‘’What does food mean to you?’’

OR ‘’What does a brand new term mean to you?’’

TWITTER

account in that character’s name. E.g: @elizabethbennet, @mrdarcy • Students then use their knowledge of their chosen character to develop conversations around prominent events throughout the plot.

• This task is more interesting if students focus on events and particular situations that are left out of the text, but otherwise referred to. This is helpful so that students are able to create their own fiction, based on their own knowledge of the writer, the period in time, and the primary characters.

9

• Engage your network by asking them to make comments on the issues you are have put up for discussion, and make sure they provide their location information.

• Through a global perspective teachers can encourage students to discuss how the world’s climate differences are able to influence a one single product.

6

USE A TWITTER WIDGET FOR INSTANT WEBPAGE UPDATES

• Teachers are often locked into using particular website builders.

• Adding a Twitter badge means you will now be able to add instant web updates at any time, anywhere.

• These updates can also be viewed by everybody who visits your website, even parents who haven’t yet heard of Twitter.

7

MONITOR THE LEARNING PROCESS

• While they work on assignments, encourage your students to tweet and reply about: the information they are learning, difficulties they are facing, tips they would like to share, and the great resources they find.

• Twitter becomes the student’s replacement for their original logbook.

• Monitoring their own progress is useful to students: They become aware of their own learning process, and exactly how they learn, step by step.

• This is also a useful task for a teacher: each student’s individual learning process becomes visible and can be evaluated by the teacher.

8

POINT OF VIEW AND CHARACTER DEVELOPMENT

Based on a novel or short story...

• After studying point of view and character development, students themselves become a character of their choice, from a novel of their choice. Then they can create a twitter

GEOGRAPHY TWEETS

• Introduce your class to the features of Google Earth by asking your Twitter network for a very small piece of location information.

• Ask your class to search for the teachers who have made a reply.

• Ask the student to try gathering the evidence to prove they have found the person they were in search of. Students could provide information including the distinctive shape of the building, etc.

• Students then reply with their evidence.

• The idea is to use different Google Earth layers of information in order to help with the people search.

• This task creates a real reason for students to be using Google Earth.

10

TEACH BITE-SIZED INFORMATION

• Twitter is excellent for teaching information that can be learned in any particular order, and taught in smaller amounts.

• A teacher can simply set up an account with the aim of teaching one topic, and with the intent of providing information only. Class interaction or links will not be required.

• Your students could be your class, or anybody else, from anywhere.

Ideas for bite sized information tweets - Difficult English words - Shakespeare quotes - Historical facts - Trivia - Medical terminology

The Australian Education Times

| 23

The Australian

Education Times PULL OUT

Lesson ideas with Skype Reading to another class

• Teachers can ask older students to sign up and read to younger students, or vice versa. Students can either read the book to the other student, or they can act out the story as it is read.

Connecting with reading buddies

Using Skype in the classroom

T

he value of Skype as an educational tool is increasing in the classroom as teachers introduce innovative ways through the use of Skype calls between classrooms where students can share, explore and engage with other students or guest speakers relative to their subject area.

Skype is a free software program, which allows teachers and students to make voice and video calls to other computers via a high-speed Internet connection. Skype allows students, even in the most rural areas, to develop connections with other students, educators, or interesting people from all around the world.

This collaboration through Skype has created numerous educational possibilities.

The major benefit of Skype in the classroom is that experts and speakers within the field of choice can now Skype students instead of having 24 |

The Australian Education Times

to travel to the school to deliver a speech. Willing partners for Skype calls include universities, museums and government agencies.

However, with the introduction of the website ‘Skype in the classroom,’ the free community that forms connections between teachers, educators and guest speakers from all over the world, teachers are now given ideas and support in both finding and running Skype lessons for their students. Teachers are provided with access to classes thousands of miles away, or classes in their own town who they can connect and learn with.

Through this website, teachers can easily invite zoo keeper’s, mountain climbers, professional athletes and authors into their virtual classroom.

Once signed up to Skype in the classroom, teachers will also be provided with free group video calling for use with students in the classroom.

• This Skype activity is a one on one task where a student from another class calls in via Skype to either read to, or read with another student. This task is similar to a virtual tutoring session. Becoming a virtual reading buddy is a good way for student teachers to practice the art of teaching someone to read.

Sharing projects

• Students can virtually present their project to another class and also have the same class assess their work.

Polishing language skills

• Foreign-language teachers have embraced Skype as a powerful tool to be used when studying a second language. By partnering with a class in another country, both classes can polish up their conversational skills. Students can also gain knowledge about other cultures while participating in this task. However, time-zone differences can sometimes make these collaborations difficult to allow.

Connect with authors

• Many authors will participate in a short video call with classes to answer questions or to read sections from their books. The Skype an Author Network is good for finding authors who will Skype with classes. This website provides a list of authors, and information regarding what exactly the author will present during a call.

The Australian

Education Times

CAREER OF THE MONTH

Teacher Is this career path for you?

A

re you passionate about children? Do you like teaching your younger friends and/or siblings? Do you like certain school topics and want to further expand on your knowledge?

Teachers are all about educating younger generations and ensuring a prospective future! You could become a primary school teacher, a high school teacher or a special needs teacher. There are so many opportunities in the field of teaching that could lead to careers in schools, private institutions, TAFE, and universities.

Educational qualifications In order to become a primary school teacher in Australia, you must complete at least four years of tertiary study at a recognised University or Higher Education Institutions. Popular courses include: Bachelor of Education (Primary) or a Bachelor of Arts/ Bachelor of Education (Primary.)

Similarly, to become a High School teacher, you could study a Bachelor of Education (Secondary) or do a double degree with a Masters in Education.

Ca

s h t a p reer

hing Teac tant assis tor ruc Inst rer u Lect r io n e S

er Lectur te ia c Asso ssor e f o Pr ing) (teach or ess Prof hing) (teac

cipal Prin principal e Vic of d Hea rtment depa f Chie ialist c e p S cipal Prin ialist spec ecialist sp Lead

Staying up to date Whether you are still in school or simply looking to change your career, there are a lot of things you can do from now, to ensure your journey in becoming a teacher is a lot easier!

For Primary teaching, teachers must have knowledge in the key learning areas, including, English, Mathematics, Science and Technology, HSIE, PDHPE and Creative arts. You could always begin your career by keeping up to date with these subjects and coming up with creative ways of teaching them.

It is also important to stay up to date with the Board of Studies and the changes they make every year. The syllabus is constantly changing, so keep following the changes!

For High School teaching, start thinking about subjects you would like to teach. Teachers generally specialise in two or more subjects so they have more chances of being employed. Maybe you could start thinking about what subject(s) you would like to teach and what institution offers those subjects.

Average income of a teacher is $65,486 p.a.

The Australian Education Times

| 25

The Australian

Education Times

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| 27

The Australian

Education Times LITERACY CORNER

W

e are living in exponential times. Here is the proof of that! In 2012, there were 31 Billion searches on Google every month. In 2006, that number was 2.7 billion.

The first commercial text message was sent in December 1992. Today, the number of text messages sent each day exceeds the population of the planet!

The number of Internet devices in 1984 was 1,000; in 1992, it was 1,000,000 and in 2008, it was 1,000,000,000! There are 540,000 words in the English language, about five times as many as in Shakespeare’s time. One week’s worth of the New York Times contains as much information as a person would have encountered in a lifetime in the 18th century.

It was estimated that 4 exabytes (4x10 19) of unique information would be generated in 2012. That is more than the previous 5,000 years. In 2012, the amount of new technical information was doubling every two years. For students, starting a new technical degree, this means that half of what they learned in their first year will be outdated by their third year.

So, what does this mean for you?

What is information?

Knowledge communicated or received concerning a particular fact or circumstance.

Also: Knowledge gained through study, communication, research, instruction, etc.; factual data.

Infor Liter Let’s assume that you want to conduct some research on the topic, The Environment. Here is how you can apply these five standards of Information Literacy

What is Information Literacy?

Standard One

Standard Two

In the education sector, Information Literacy has been generally defined as an understanding and set of abilities enabling individuals to recognise when information is needed and have the capacity to locate, evaluate, and use effectively the needed information.

Ask yourself these questions: “What am I supposed to do?” or “What problem am I trying to solve?”

Now explore general information sources to increase your familiarity with the topic. You will quickly realise how the quote, “Getting information off the Internet is like drinking from a fire hydrant!” is an accurate description. You will find an enormous amount of information on any topic.

The next step is to define or modify the information needed in order to make the job more manageable and focused. Let’s assume that you have narrowed your topic to Endangered Species.

In this example, you’ve always found the octopus to be an interesting creature, so you decide to find out whether the octopus is an endangered species. If it is endangered, you want to find out why and whether there is anything you can do to help prevent them from going extinct.

Ask yourself, “Where am I likely to find the answer?”, “Which sources are best for answering the question or solving the problem?”, and “What is the most appropriate method of accessing the information I need?”

For information gathering in general, it may be that a laboratory experiment, a simulation or fieldwork is the best method to use. You can conduct primary source research online, at the library or at other archives such as museums.

You may also gather information by interviewing experts or by conducting surveys. Community resources may include professional organisations, practitioners and universities.

Where will you search for information for your Octopus as Endangered Species topic? A good starting place is the Internet, where you can begin by Googling “the octopus as endangered species”. You will then have a list of web pages dedicated to the octopus as an endangered species.

Think about other possible resources. Are there universities and research institutes where you may find experts on the octopus? Are there any aquariums you can visit? The Sea Life Aquarium in Auckland, NZ has an octopus named Rambo that takes pictures of her visitors with her underwater camera! Are there government agencies that provide information you can use?

You discover that there is a renowned expert, Dr. Mark Norman, a marine biologist and senior curator at Museum Victoria in Australia. An interview with him would be an excellent resource, either in person or via Skype or email. He can not only discuss the octopus, he can recommend other excellent resources, including other experts. You are now on your way!

The information literate student determines the nature and extent of the information needed.

CAUL – Council of Australian University Librarians

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The information literate student accesses needed information effectively and efficiently.

ormation racy Standard Three

The information literate student evaluates information and its sources critically, then incorporate it into their current knowledge on the topic.

This web site is an excellent example of what is known as a “hoax” web site.

Visit the site. What is it about this web site that makes it seem to be authentic?

Does it have a professional appearance?

Is the author named? Is there contact information for the author? Yes. Notice that (in the left column) the site includes links to very recent articles about this creature. It has images of the tree octopus! Are there other web sites that also list this creature? What do you find on the web site that tells you it is a fake?

Standard Four

The information literate student uses information effectively to accomplish a specific purpose.

Many students believe that information found on the Internet is always true. Unfortunately, a large amount of the “information” posted on the Internet is faulty, if not blatantly deceptive.

Be on the alert for bias. You will need to practice your critical thinking skills.

Ask yourself these questions when determining whether a web site is valid and reliable:

1 2 3 4 5

Who wrote this page, and are they an expert?

Is there a bio on the author, and how can I find out more about them?

You decided that the tree octopus web site is definitely not a resource you want to use.

However, you have discovered many other excellent websites which are reliable. Now is the time to organise your information and then present it. You may want to create a website, make a video, create a PPT to present to a group or build a database for others to use. It depends upon:

Your audience (e.g., classmates, President) The purpose of your project (e.g., persuade, prove a hypothesis) The type of information found (e.g., visual, statistical)

Standard Five

The information literate student understands many of the economic, legal, and social issues surrounding the use of information and accesses and uses information ethically and legally.

Whatever the product, students need to comply with copyright laws and issues of intellectual property, giving credit where credit is due. Go to CopyrightKids. org to learn more.

What does the author say is the purpose of the site?

What information is included, and is it different from other sites?

When was this site created, and when was it last updated?

Usually web sites with the URL ending in .edu or .gov are more dependable. Frequently, the first 10 web sites that show up on your Google search are dependable. The websites listed in a search are ranked by how often the sites are visited, which can be an indicator of reliability. But, that is not always the case! For example, when you Googled “the octopus as an endangered species” the top ranked site was The Northwest Pacific Tree Octopus. Visit the site here: http://zapatopi.net/treeoctopus/

Here is an example of presenting information. This website was created by Katie Lynn Koehn, a student at the University of Wisconsin at La Crosse. She conducted research on the BlueRinged Octopus. Her topic is well-researched and organised, including a map of where these octopuses can be found in Australia and an excellent list of her References, including image credits

ANNE SHAW Director, 21st Century Schools

The Australian Education Times

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The Australian

Education Times ARTS & HISTORY

Aboriginal people In australia

Our (Aboriginal) people have been proven by Archaeologists and anthropologists to have been in Australia for at least 50 thousand years.

Aboriginal people believe they have been in Australia since time began.

The stories that are attached to this belief tell of a time of creation and that the creation beings that made the animals, people and landscapes are Aboriginal ancestors. Ancestors, who keep being reborn whenever a woman becomes impregnated with a child, or when a natural phenomenon event occurs like the full moon.

This belief of a creation time or Dreaming explains Aboriginal people’s incredible deep connection to our own traditional lands.

It is not for the lands value or ownership rights; it is because everything within those lands holds the living essence of Aboriginal ancestors and without it we cannot renew.

TORRES STRAIT ISLANDER PEOPLE IN AUSTRALIA Torres Strait Islanders come from the islands of the Torres Strait that separates the Australian mainland at Cape York from Papua New Guinea.

The Strait was named after Luis Vaez de Torres, a Spanish adventurer who visited the area in 1606. The Torres Strait Islands became part of Queensland by an Act of Parliament in 1879.

There are over 100 islands in the Torres Strait of which 17 are inhabited by 20 communities each with their own local council.

The islands are scattered over an area of 48,000 square kilometres. At its most northern point, Saibai (sigh bye) Island is 3.73 kilometres from the Papua New Guinea mainland and from the edge of the Torres region to Indonesia is

73.5km making it the only part of Australia to share a border with a neighbouring country.

The Torres Strait Islanders are a sea-faring people, travelling long distances in search of turtles and dugong and trading with other islands and villages on the Papuan coast.

Instead of Dreaming stories their traditional stories from creation time are called Legends.

Who are Aboriginal & Torres Strait Islander people today – Government’s definition People who identify themselves as ‘Aboriginal’ range from darkskinned, broad-nosed to blondehaired, blue-eyed people.

Aboriginal people define Aboriginality not by skin colour but by relationships.

This question of identity, and the way it is sometimes used, is a common source of difficulty.

For people choosing to identify, it is a personal and sometimes

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challenging issue. It has nothing to do with skin colour.

The Australian federal government has a legal definition of who is an Australian Indigenous person “A person of Aboriginal or Torres Strait Islander descent who identifies as an Aboriginal or Torres Strait Islander and is accepted as such by the community in which he or she lives.” There are three components to the definition: descent; self-identification; and community acceptance.

Aboriginal people defining their Aboriginality

Today

POPULATION DISTRIBUTION

In the 2011 Census, 548,400 people identified and was counted as being of Aboriginal and Torres Strait Islander origin, representing 2.5% of the Census count.

New South Wales had the highest count of Aboriginal and Torres Strait Islander people (172,600 or 32% of the national total), followed by Queensland (155,800 or 28%) and Western Australia (69,700 or 13%). Combined, these three states made up almost threequarters (73%) of people who identified as being of Aboriginal and Torres Strait Islander origin.

Aboriginal people defining their aboriginality Prior to colonisation the First People of Australia identified themselves by their nation. They would say “I’m a Dharawal (dar ra wall) man” or “I’m an Eora (ee or a) woman”.

The modern way Indigenous people check each other out is by asking: where your mob is from? Who your mob? This connects family members up no matter where the person is from. It occurs now because so many Aboriginal & Torres Strait Islander people no longer only live on their traditional lands.

About the Author:

Nola TurnerJensen Nola, along with a team, have established Education Dreaming Foundation, which focus on supporting Australian businesses, educators and NGOs to produce unique, authentic engaging Indigenous resources or training courses.

Nola is a multiple published Aboriginal writer of children’s stories and books.

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The Australian

Education Times PROMOTION

New survey reveals parents think young Aussie kids are most creative

M

ums and dads across the country are being encouraged to foster young minds after new research, released by Origin, found that Australian children are coming up with new, creative ideas in technology, music and entertainment at least once a week.

The nationwide survey of 1,000 Australian parents commissioned to launch Origin’s 2015 littleBIGidea competition, showed parents believe the younger kids are, the more creative they are. The survey revealed students in grade three are almost 70 per cent more likely come up with new ideas on a daily basis compared to any other year levels between grades three to eight.

Children born in the digital age are embracing technology, music and entertainment, with the survey highlighting that children are most interested in these topics when it comes to thinking creatively.

Former host of the ABC’s ‘The New Inventors’ and Origin littleBIGidea ambassador, James O’Loghlin, said the touchscreen generation is naturally drawn to technology, music and entertainment.

“Children have limitless imagination, and today there are so many different ways in which they can be creative – building with blocks, drawing and playing outside, and then using a tablet to make a movie and creating their own music on a computer,” O’Loghlin said.

To foster creativity and help unearth the nation’s next world-changing invention, Origin is calling on budding young inventors from grades 3-8 to enter their ideas into this year’s littleBIGidea competition for a chance to win an innovation trip of a lifetime to NASA’s Cape Kennedy Space Center, Epcot Theme Park – Walt Disney World in Florida, USA. The research also revealed: 88 per cent of parents believe their child demonstrates creative thinking or comes up with new ideas at least once a week, with 61 per cent claiming it’s once a day Children gradually lose their creativity as they get older. Students in grades three (69 per cent) are more likely come up with new ideas on a daily basis. This was followed by children in grades four (67 per cent), six (63 per cent), five (62 per

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The Australian Education Times

cent), eight (52 per cent) and seven (51 per cent) A good nights’ sleep (49 per cent), positive praise (44 per cent), playing with toys such as Lego, wooden blocks or play dough (45 per cent), and interactions with family at the dinner table (43 per cent) are all effective methods in building a child’s creative thinking and brain power Learning activities (90 per cent), the people children come into contact with every day and leisure activities (both 86 per cent) have the most impact on a child’s creative thinking Childrens active lives (73 per cent), genetics (61 per cent) and healthy eating (57 per cent) also play major roles in creative thinking 2/3 Now in its second year, Origin’s littleBIGidea competition provides a platform for kids to continue Australia’s rich tradition of innovation, which has seen the black box flight recorder, the bionic ear, Wi-Fi hotspots and the humble notepad, amongst others, invented and developed on these shores.

Origin Executive General Manager, Phil Craig, said the littleBIGidea competition is the perfect platform to showcase children’s ideas and looks forward to seeing some creative entries.

“Last year, we saw some fantastic ideas, from germ-fighting nail polish and a solarpowered lawn mower with self-

sharpening blades to a tourmaline interim power charger for smartphones. We’re excited to see what this year will bring!” littleBIGidea is part of Origin’s Energy For Schools program — a free, online energy education resource for teachers and students from grades 3 to 8. This year marks the program’s 12th anniversary.

Entries to Origin’s littleBIGidea competition are now open. Go to www.littlebigidea.com. au for details.

Entries close at 11.59pm AEST on Friday 21 August 2015.

How to boost your child’s creative thinking by James O’Loghlin Kids have limitless imagination and come up with amazing ideas! To harness creative thinking, Origin is excited to be inspiring the next generation of kids with the Origin’s littleBIGidea competition.

However, when it comes to thinking up new ideas, many children struggle to get off the starting block. So here are some tips to help foster your child’s creative genius by innovation expert and former host of the ABC’s ‘The New Inventors’, James O’Loghlin.

Tip one: Develop their questioning and problem-solving skills If they have trouble using something, whether it’s a cheese grater or a door handle, ask them what they would change about it. How could they make it easier for people to use?

Tip two: Tap into their interests Encourage your child to discover ideas from the world around them. If they love nature, ask them how they could help save the environment. If they love dancing, encourage them to think about a new shoe, or something to help them practice.

Tip three: Encourage them to experiment Get them tinkering! Give them old stuff to experiment with - styrofoam, fabric, glue, wire, toothpicks, screws or cogs and get them to create something from scratch.

Tip four: Stimulate their curiosity Stimulate their curiosity by buying books.

Encourage them to read a wide variety of genres from science fiction to comedy to books about animals, space travel and the world. You can also watch YouTube videos or documentaries about famous inventors or arrange a visit to the local museum or zoo to help get their brains ticking!

Tip five: Words of encouragement Encourage your child with some positive praise.

Remember that almost every inventor failed many times before they succeeded. Failing is part of the process, and an opportunity to learn. Enlist the help of friends and family to encourage their ideas and their inventions, no matter how big (or small!).

If your child is in grade 3 to 8 and has a brilliant idea for the future, why not encourage them to enter it in Origin’s littleBIGidea competition? They could win an innovation trip of a lifetime to the NASA Cape Kennedy Space Center in Florida, USA. You can help them create a video, draw a picture or take a photo of their idea along with a description in 200 words or less.

Remember, their ideas must be original and practical, so it mustn’t already exist.

To find out more and to enter, simply go to www.originenergy.com.au/energyforschools.

Entries are now open and close on 11.59pm AEST 21 August 2015.

Where Do Ideas Come From?

Summary of Key Findings Australia is raising a generation of bright sparks!

88 per cent of Australian children between grades three to eight show imagination, creative thinking or come up with new ideas at least once a week 61 per cent of respondents claim their child demonstrates imagination, creative thinking or comes up with new ideas once a day Children who showed imagination, creative thinking or came up with new ideas had first names beginning with the letter J (12 per cent), followed by A (11 per cent), M (8 per cent) and E (8 per cent) Almost two thirds (64 per cent) of parents who live in rural areas believe their kids think up new ideas and show creative thinking on a daily basis, compared to parents who live in the city (59 per cent) Children in grades three (69 per cent) are more likely to show imagination, creative thinking or come up with new ideas on a daily basis than any other year level between grades three and eight. This was followed by children in grades four (67 per cent), six (63 per cent), five (62 per cent), eight (52 per cent) and seven (51 per cent) Five per cent said their child shows imagination, creative thinking or comes up with new ideas just once per month, while other respondents said just once every few months or rarely – just once or twice a year (both three per cent) Children are coming up with new ideas in music and technology More than a third (38 per cent) of Australian parents surveyed claim that when it comes to showing creative thinking or imagination, their children’s ideas are normally about music, entertainment or performance or have something to do with technology or the use of technology Ideas around visual arts (37 per cent), education or learning (32 per cent) and sport and exercise (30 per cent) were also top of mind when children showed imagination, creative thinking or new ideas Weekends and down times are the best windows for creative thinking Children think more creatively, imaginatively or come up with new ideas

in low pressure environments. Almost half (48 per cent) of Australian parents say that weekends at home with the family are when their child tends to think most creatively or comes up with new ideas Other key times include after school at home before dinner (49 per cent), ‘vegging’ out on the weekends (41 per cent) and after dinner when they are relaxing (33 per cent) 2/2 Learning, leisure activities and people have the biggest impact on children’s creative thinking The majority of parents claim that learning (90 per cent), leisure activities and the people their child comes into contact with every day (both 86 per cent) have the most impact on their child’s creative thinking, imagination and their ability to come up with new ideas Parents also claim that their child’s active life (73 per cent), genetics (61 per cent) and diet and healthy eating (57 per cent) also play a major role A good nights’ sleep is key to building a child’s creative thinking Half of parents surveyed (49 per cent) said a good nights’ sleep is most effective when it comes to building their child’s imagination, boosting their creative thinking and ability to come up with new ideas Respondents also said playing with engaging toys such as Lego, wooden blocks or play dough (45 per cent), praise or being encouraged with positive words (44 per cent), visual arts such as painting, drawing and colouring-in (44 per cent), and interactions with family at the dinner table (43 per cent) are other more effective methods Mum’s the word!

Mums are number one when it comes to influencing children’s creative thinking (40 per cent), followed by dads (15 per cent), friends or classmates (12 per cent) and teachers (9 per cent) Online resources help develop a child’s thinking and problem-solving skills More than two-thirds (69 per cent) of parents surveyed agree that online learning and access to online resources help build their child’s imagination, creative thinking and ability to come up with new ideas 42 per cent of Australian parents surveyed believe online learning helps develop their child’s questioning, thinking and problem solving skills. 20 per cent claim it helps their child develop a global perspective on topics, while 17 per cent said it helps them develop ‘outside-the-box’ ideas

The Australian Education Times

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The Australian

Education Times

PUZZLE POP

Word ladder

Read the clues, then write the word.

Start at the bottom and climb to the top.

(Change the first letter)

A part of your skeleton The shade of a colour.

“I used a dark ____ of blue to colour the sky in my picture.”

(Add a vowel to the end)

“Our school bus weighs more than a ____.”

(Add a letter to the beginning)

Opposite of off

(Change the vowel)

Opposite of out

(Take away the first letter)

Another word for family

(Take away the first letter)

Skin

Surprise

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The Australian Education Times

The Australian

Education Times

PUZZLE POP

Guess who?

Identify the incomplete pictures & match their correct names.

A

B

C

D

E

F

Mary Kate Olsen

Leonardo da Vinci

Socrates

Marilyn Monroe

Elizabeth I

Karl Marx

Crazy

But True !!!!!

There is a lake in Western Australia called Lake Hillier. This lake is completely pink and no one fully knows why. Scientists believe the colour comes from a dye created by bacteria that lives in the salt crusts.

Record of the month

The oldest university known is the University of Karueein, which was founded in 859 AD in Fez, Morocco.

For more info on this record and hundreds more, go to guinnessworldrecords.com *Answers can be found on our contest page at www.educationtimes.com.au The Australian Education Times

| 35

The Australian

Education Times PROMOTION

ASPIRE PROGRAM RECOGNISES STUDENTS WHO MAKE A DIFFERENCE Are you a high school leaver and ever wondered if you had a second chance to study further. If yes, then here is that chance. La Trobe University rewards and recognises Year 12 students who have helped be the difference in their schools and communities through volunteer work, with the return of its Aspire Early Admissions Program.

Now in its second year, the Aspire program is the only initiative of its kind, offering Australian high school leavers who volunteer and give back to community the opportunity to secure their place at La Trobe, before the completion of final exams.

La Trobe Vice-Chancellor Professor John Dewar said the program encourages volunteerism and education in Victoria, while supporting a diverse range of community organisations.

“At La Trobe, we are committed to making a positive difference to the world in which we live, and the Aspire program enables us to support the efforts of inspiring young people whose values and ambitions align with ours. We want to encourage these community leaders of the future to come and study at La Trobe University,” said Professor Dewar.

Stacey Cockram, who started at La Trobe this year under the Aspire program, has been a Surf Life Saving volunteer for five years, managing to successfully balance her studies with community work throughout her high school years.

“Receiving an offer from La Trobe to pursue a Bachelor of Outdoor Education, before ATARs were released, was a memorable milestone in my life; I feel like it has really fasttracked my career. I received an overwhelming amount of support from La Trobe right from the get go – I even have my own mentor,” said Stacey.

Already in support of the Aspire program are the Country Fire Authority (CFA), St John Ambulance and the Duke of Edinburgh who are providing their secondary school student volunteers with priority access to the Aspire program.

Volunteers who have been committed to the CFA or St John Ambulance for a minimum of six months will automatically meet the community engagement requirement for the Aspire program. Duke of Edinburgh participants with a Bronze medal or above will also automatically qualify.

In order to qualify, applicants need to be a domestic year 12 school leaver, actively volunteering in the community. The level and length of their volunteering engagement, coupled with a school recommendation and minimum Australian Tertiary Admissions Ranking (ATAR) grades will form the basis of the assessment.

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The Australian Education Times

Applications for Aspire are now open and if successful, students will receive an offer to study at La Trobe in September this year. As part of the program, Aspire students are invited to take part in an enrichment program that supports them through the final stages of high school and prepares them life at La Trobe, including: • VCE/HSC revision lectures held in the September school holidays • Mentoring from a La Trobe student ambassador • Access to the La Trobe Library on all campuses • Invitation to a ‘Welcome to La Trobe’ event • Various on-campus events and activities Applications for this year’s Aspire program close on August 31, 2015. For more information, students can visit the Aspire website. For organisations interested in partnering with La Trobe please contact Melanie Edgar: Phone: 03 9479 5596 | Email: m.edgar@latrobe.edu.au

The Australian

Education Times

Australia witnessed heavy snow in many parts of the country brought in by the Antarctic cold front in July.

Serena Williams won 21st Grand Slam title against Spain’s Garbine Muguruza in 2015 Wimbeldon.

Brazilian pianist Ricardo de Castro Monteiro performed on a suspended piano during the annual Virada Cultural event in Sao Paulo, Brazil.

Hundreds of yoga practitioners took part in an event at an open field to mark the first ever International Day of Yoga at Peking University in Beijing, China.

in pictures

Mount Sinabung in Indonesia erupts for the eighth time spewing lava and ash.

The Australian Education Times

| 37

The Australian

Education Times

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