Exploring EdTech Ireland #4 by WEB Press

Editor: Tim Lavery Publisher: World Explorers Bureau Website: www.exploringedtech.ie Address: Alderwood House, Farnes, Castlemaine, Co. Kerry, Ireland Email: edtech@worldexplorersbureau.com All articles and images copyright of the respective Authors. Exploring EdTech Ireland magazine is grateful to all our writers and photographers for permission to publish their work. Exploring EdTech Ireland has been typeset in 16 point Neuton and uses OED English spelling. Design and Layout in Canva and Adobe InDesign. All rights reserved. Although the publisher has made every effort to ensure that the information in this book was correct at press time, the contributors and publisher: - do not assume and hereby disclaim any liability to any party for any loss, damage, or disruption caused by errors or omissions, whether such errors or omissions result from negligence, accident, or any other cause. - disclaim any and all liability and responsibility to any person or party, be they a reader, advertiser or consumer of this publication or not in regards to the consequences and outcomes of anything done or omitted being in reliance whether partly or solely on the contents of this publication and its related website. - are not responsible in any way for the actions or results taken by any person, organisation or any party on the basis of reading information, or contributions in this publication or its website. For further information contact the publisher: edtech@worldexplorersbureau.com

www.exploringedtech.ie

Editorial

an in-depth interview with its co-inventor, the remarkable Jay Silver. The Ireland’s Future is MINE programme sees Microsoft and RTEjr team up to launch Our feature article this issue, by Gavin Ward, the a new national digital competition for Primary Managing Director and skills VP of Dell Technologies in Schools using Minecraft Education Edition. Ireland, considers the lessons learned over the past 18 months in the implementation of education technology policy in Ireland and looks to the future Bandon Grammar’s Trevor Collins introduces us to school activity planning using of the digital classroom. Google Calendar. Maeve Power from digital safety experts, Zeeko, briefs us on the results of their Digital Trends Report which includes insights into students’ screen time over the past year. Holly Murray discusses how Microsoft and Google TEL tools can help enhance learning for students with dyslexia and those with EAL. EU Code Week from the 9th-24th October, is a grassroots initiative which celebrates coding and digital literacy with a host of fun and engaging activities for schools. To complete this issue, in our regular Makerspace section, Chris Reina creates a simple arcade game using Microsoft Makecode. I hope Exploring EdTech will continue to help and inspire teachers, leaders, and management of our schools to make the best use of education technology to enhance and develop the whole school community. My sincerest thanks go to our writers who, under constant pressure of the "day job", manage to find time to write for this magazine, and without whose support there would not be anything to publish! Please feel free to contact me with any ideas and suggestions. Tim Lavery FRCGS FLS, Editor, September 30th, 2021

Era Era

Jason Ward, Vice President and Managing Director of Dell Technologies in Ireland Over the last 18 months, teachers and students across the country have embraced technology at unprecedented speed. Despite some initial challenges, this experience has given us a glimpse into the potential of the ‘digital classroom’ and how technology can enhance teaching and learning for years to come.

g EdTech Ireland #4 2021 CT in education had been growing the radar of to Government and tudents begin return to schools ustry with the last Strategy colleges around the Digital country, many Schools a step in the right direction wondering whether the recent driving in and the ption of technology technology use inside room. ide the classroom result in the

sformation of Ireland’s education ever, the events of challenges the last 18 em to meet the future it ths have accelerated the s? sformation of the sector beyond ctations. Approximately, 1.1m rmly believe we have a unique ents across primary, secondary and d ortunity to use our collective level moved to remote learning tically overnight, bringing erience as a catalyst for longoreseen challenges such as m transformation. To adequate move ss to digital devices for students at y from viewing technology as e.

y a crisis management tool to

eans by which we can reshape r the course of just eight weeks, Dell hnologies partnered with for Ireland’s education system the onal education and research ds of a data-driven economy work, HEAnet, to provide 16,700 society. ces which enabled thousands of ents at second and third level to Programme for Government aligns y remotely. that vision with firm mitments to developing and pite the steep learning curve, edding a Digital Education Strategy hers and students have embraced re technology empowers our benefits of technology. A recent improves education I ators report and on second level found that omes for all. have From “a primary to y teachers newfound d-level education, technology has eciation for the potential of ICT in wn us all how the digital classroom classroom”. enhance the resilience of the system rge while also providing new tools AAAAAAAAAAAAAAAAAAAAAA AAAAAA

transformation is no Exploring EdTech Ireland #4 2021 learning. longer a nice to have, it is critical to meeting the evolving challenges facing students, The shift to the Cloud in the past parents, teachers, lecturers and year has proved effective in policymakers within the education giving students easy access to system. resources and teachers to provide

Addressing the challenges of real-time feedback, so why stop now? Adopting the Cloud would today allow for the roll-out of a more With yearly enrolment at third-level set flexible and convenient learning to increase from 50,000 to at least experience, with students able to 65,000 by the end of this decade alone, watch back lessons and learn on Ireland will face the challenge of rapidly adding additional capacity. Making the go. AAAAAAAAAAAAAAAAAAAAAAAA AAAAAAAA

g EdTech Ireland #4 2021 many develop courses AI, Edge Computing, would provide and Cloud. That’s why we need to look at ersities with a flexible way to scale o we meet can the modernise needs of the an curriculum, ever-larger oday’s ent base. students have the skills for orrow’s economy. re is also a growing need to mmodate education the and increasingly research sector varied will ds he of engine students of Ireland’s at all economic levels of very, fostering the creative thinking nd’s education system. Learning is ucceed. much Ireland’s an individual Applied AI journey. Centre, ficial DAR, Intelligence has been at (AI) the can forefront facilitate of rts development of individual learning to use cutting-edge ancements s allowing in teachers Big Data to and track AI the to ress Irish of each start-ups and and every scale-up student so to w. can reach their full potential. By helping to put in place a new rcomputer named Leon, Dell hnologies is helping CeADAR to fting to the development of a er an innovation-led recovery.

tal classroom can also bring mplex educational topics to , in turn, will support Ireland’s At Dell Technologies, we’ve re objectives, as set out in the onal Recovery and Resilience Plan, n how integrated Virtual e world leaders in the appropriate lity (VR) has enabled thirdication of frontier digital l students to be more nologies. ative, therapeutic activity– ed video games to assist ating the foundations for ients with Parkinson’s disease. morrow

economy and society we left behind course, in order for digital 020 is not the one which will power sformation to happen successfully, an inclusive and right foundations have sustainable to be in very. Our data-driven future will be e. From broadband connectivity to en by digital innovative talent have ss to devices and that training, AAAAAAAAAAAAAAAAAAAAAA AAAAAA

Exploring EdTech Ireland #3 2021 that no one is left behind. how to build on the gains of the past year and address any inequalities or barriers to digital transformation that This need will only become more arise. pronounced over the coming months as primary, second and third level The education institutions continue sector in to Ireland rely has on never been to better technology navigate poised the changes to take in advantage public health of restrictions the benefits that of we digital are transformation. Working together to now seeing. harness future possibilities will help to create a more initiatives, resilient, inclusive, Government such as and the creative landscape that Next Steps education for Teaching and Learning empowers prepares project and educators the Digital and Strategy for students which for the is ‘digital first’ world will of Schools in development today and tomorrow. take lessons from the last few months of remote learning into account. This will AAAAAAAAAAAAAAAAAAAAAAAA AAAAAAAA

Exploring EdTech Ireland #4 2021 has to be learned so what’s the best

from electrical engineering to doing a Silver delivery mechanism? And that's the

MA of Philosophy in Internet right question: “what's the best delivery Technology!? mechanism?” Jennifer McGarry

Jay: Weird, right? Well, I think I was But the question ends up being like, really trying to do psychology as I think Following on from my delivery last article looking at getting started “well, we already know the that education as a field really doesn’t with Makerspaces and, in particular, looking at the mechanism, so how should we structure exist without psychology as a field, so I capabilities of the circuit board the “Makey Makey”, I was the information?” And I feel like think education is really a question of education is stuck in some local lucky enough to have the opportunity to chat with one of the “how do humans work?” And I don't maximum and perhaps we need to inventors of so the “Makey Makey”, Jay Silver. Jay kindly took think people approach it [education] as return to human developmental theory, some time out of his day to chat about what inspired his “how do humans work?” perhaps under the umbrella of how he views the world as a creation of the Makey Makey, education. construction kit, the importance of an awareness of nature in We kind of approach it from the point AAAAAAAAAAAAAAAAAAAAAAAA his work and some tips for getting started with a AAAAAAAA Makerspace! We began with a discussion of what doing a

Masters (MA) of Philosophy in Internet Technology meant to Jay.

g EdTech Ireland #4 2021 ely nd to Cocoa Beach in Florida at no and I think that the best so that’s great! ators put on a psychological hat all time. I really was fascinated with humans work and I actually did a me, technology was like studying the or while I of was human doing re in of psychology art, the future rical engineering - but that rarely raction and the future of human es up!! If you consider how we form dsets. dsets, well the media plays a huge in that. nifer: No, I didn’t know that you done a minor in psychology! how we intermediate that and how roadcast that through ‘broadcasting Yeah, I applied for a Masters in ts’, which might get call funding, videos hology but you that didn’t mally! Those are really just like oing something that wasn’t funded e human robots that are telling you, n’t an option! A lot of my future ng everybody, might things, seem millions er trajectory like ofa s over, at almost no cost. I was like, d direction if you assume I was ed to study how humans work, and I ng to go forward with engineering. d once to you study how information is understand that I really eminated and mindsets are formed. fascinated with how humans work, slots into place. so that's the internet and hology together I didn't get erstanding internet - technology, for hology funded, so I studied the was about understanding the future rnet because Bill Gates, the Bill & media because internet technology, I nda Gates literally n, we can all Foundation, see it now, but it was ded it!! maybe not as obvious in 2003; I felt and I still feel this, that its [internet nifer: That idea of nology] similar to information video and emination; tre, in the sense that discussion and how information is man just going to ed; communication who shares it; is who decides ubsumed under it to some degree. t gets shared and so on is a really ortant one to consider. So the mix re’s two sides to this of course - well studying philosophy and the AAAAAAAAAAAAAAAAAAAAAA AAAAAAAAAAAAAAAAAAAAA AAAAAA AAAAAAA

Exploring EdTech Ireland #4 2021 about being think is really motivated important. by awareness Getting students to think about how they of nature around you. I think people, think too, which I think the Makey and I know I’m generalising here, can Makey does really well, is also super get so stuck in their day to day way of important. being and maybe don't really have that chance to step out of themselves. Jay: I nature think thinking about how with we And can perhaps help think that. is like the next evolution in cognition as a human. Our next operating system as such!! You've got The idea of actually recognizing and this machine whirring around and you treating everyday objects as Nature so know, it's a biological machine - it's not that we can approach it with all of quite a machine, but you pop out of that our instinctual ways of from learning, is and look at the machine within really interesting. Could huge, you maybe the machine. It bears huge advantages in more terms about of empathy, in explain a bit that please terms of self understanding, in terms of and maybe what it means? self betterment. And I mean, if everyone does self betterment then society is so Jay: Yeah, I'm obsessed with this idea of much better off as a whole! being immersed in nature! And when you said that being in nature lets you Jennifer: Yes, I agree that it’s pop out of yourself - or whatever it was important you said! - to I actually be able don't to reflect think that on being in nature is a special state, I think yourself and what’s going on around AAAAAAAAAAAAAAAAAAAAAAAA AAAAAAAAAAAAAAAAAAAAAAA AAAAAAAA AAAAAAAAA

g EdTech Ireland #4 2021 ounded by all this stuff, completely . And I think that you don't really mersed in it most of the time. If we're e to look very far into our evolution rove that true. y, we go outside a lot but probably ple should just always be outside! So n our circumstances and given that would like to recast modern nature, an't change everything at once - I which is the human made world k that if we can see the world we eived of as if it were nature, so that in that as we're all made from in nature. eel immersed nature rally I just pointed st everything in our that human made as dug up out of the Earth or cut ronment. Because whether we want m the not Earth. We made all where from e or - I mean, I can't it see re. are at the moment, but there's hing moving in the background and e e's see no ourselves wind jostling as in any nature, leaves we and can gnate the meaning of the things we surrounded here by - what am I ounded e. Like by!? for [Jay example, points it's to not the ng] monplace You to have think, some “Oh, kind what's of de ofoam of these material AirPods? up How here, are then they e's lights made by Philips Hue over ging and who decided to make m this way? Is the way that this was e and the walls are plasterboard and nd e, good the for walls, me well as they're there's designed? a whole em meaning is designated. of electricity, water insulation … bugs - nature has made its way the in walls! surrounded by mans nature I'm always reform their hesizers with And oundings - and knobs I mean on all the. humans, is ‘genius’ actually [holds an only humans! All up humans ructional card for coding], rm their surroundings. And so you we w, almost this made from if we paper, instantiate mindstate get ough there's a plastic coating on it. enough into the idea that modern this paper card is about code and it re is a recasting of a house as a n example of the for em of created parts instructions by somebody. hines and I'm surrounded by just a house that's there. hines! There's electronics - I'm not ing at as such, instantiation I'm looking of at like the you conscious ls. ruth - which is that underneath the AAAAAAAAAAAAAAAAAAAAAA AAAAAA

which is the world as a construction kit drew a diagram for and then Exploring EdTech Ireland #4 2021 mined materials or modern for nature: and then viewing built. myself And that as a feeds water human that into lives my in nature house. still And today. that water comes from (depending on where Was that answer too long for you!!!? you live) most likely a reservoir, which comes from a system of evaporation Jennifer: No! That was a super answer, and gave rain me and a drainage. It’s about about you lot to think conscientising that process, not that you there. I think you really hit the nail want to think about every detail of that on the head because I do think that all the time, but it's having this ability there's a lot of dissociation from what to see it, what you might think of like xthings are made of. I think it goes ray vision or something! back to what we touched on earlier and how information is structured I have a whole theory to describe it, but maybe we’ll come to that later. But and delivered in an educational sense. AAAAAAAAAAAAAAAAAAAAAAAA AAAAAAAA

g EdTech Ireland #4 2021 information harmful, that to there's support also students a part ee ourself that in extra it too layer so you’re and getting more m sted in it! to see the different layers to ise that it's not just, “Oh, we live I think that most people don't know this house”, end of. But to you could somebody grab a tree and to then nowledge had go ething happens. Let's ignore what ugh the whole process of making ly happens for a moment! And the bricks had to be made, when you're done, you’ve got this acted from somewhere. I think ds up the woven bag]. mindset helps educators to open ace to move from an extractive n't know what people's conception is roach to STEM a around more ow the human made to world orks. But even if you consider a tote nerative approach perhaps. that you take to the grocery store s made me of of cloth. is talk literally eminds the That TED1 you plant fibers woven together. Unless about the bag woven from palm plastic of course, they're literally nds and the way the woman was en; the strands are put over and ing the threads to make up that er each other. What this woman was g with her hands! When I saw that I just thought, that is so amazing... [voice trails off voice trails off y bounces off, out of the screen]... oh, y bounces off, out of the screen nifer: Yeah, that's so cool, that idea here…!! things. Once you start re-seeing ng things like that, you can't stop, The real one! So I watched her make can't unsee it. t reminded me of when my Mom to weave baskets when I was little, Yeah and even if you look at these she would gather the vines from the here, I’ll put them on, these fans are st. en by electricity but by a motor

nected to a belt, that’s connected to nifer: just so love the that fans idea: you're her I belt aren't g respectful of the each world fan and pendent. But instead, is en by a belt that hooks to the next AAAAAAAAAAAAAAAAAAAAA AAAAAAAAAAAAAAAAAAAAAA AAAAAAA AAAAAA

Exploring EdTech Ireland #4 2021 starter when you're in the class with But it’s like you said, once you see it, your pupils! you can't unsee it. You don't always have to see things way. [Jay You walks also Jay: Absolutely it is. that Yeah… can go into your default mode. off to get a picture from the wall] Sometimes you're just riding your bike to get somewhere, sometimes you're just Jennifer: Oh, that picture is on your accomplishing a task. But being able to PhD Is it and a visualisation of switch cover… mindsets look at things your idea of directions the world as a from multiple gives you construction kit? more 3D view of reality.

Jay: Yeah, this is the original one. Jennifer: It really does. I love that idea Sophie, a 19 year being old at a the time who about the world construction lived in my dorm, painted a bunch of kit. The fact that it is printed on the AAAAAAAAAAAAAAAAAAAAAAAA AAAAAAAAAAAAAAAAAAAAAAA AAAAAAAA AAAAAAAAA

g EdTech Ireland #4 2021 Exploring EdTech Ireland #4 2021 tation someone to for join me in o some art research? And so I talked not it also a to bad can metaphor get in the way students at the ng to see the world, but it's also not er about my thesis for like six hours, e ething time. that's So the truly way lifting that humans me up, that speaks to Then ad k is that we can, if we want it to be then she spent a long time putting metaphor for people. how do we they take “Whoa, look, that guy's lifted up by hers into a place where they can see into a visualization. authentic transformation, give Let me listen for a minute!” hers nd I guess an invitation the answer is and like those this; tations my first answer is how we don't do can re-seeing look like is a a number of h, so that powerful hich is not directly! Humans have a gs. ept and, you know, see people nifer: Yeah, I could that talk in ult TED way talk of generally, seeing the but world ut re-seeing I respond like and to r and people ple are very rightly averse to having e y well to you and your ideas. You into first it characteristic from a making, that learning an way they the has world tation mindset like see formation that phenomenois changed. that it's that feeling that the audience was y should be averse to that because if cal perspective. entic. And so for it to really be lly on board with what you were anyone change the entic, I could - assuming I’m way the they one ing about. then So how do you create the world, anyone could take itating it - I have to really be feeling nifer: So what do you think works r inventions to them help be people come m over or you're have convinced Whoever is conducting the workshop when introducing this mething. oard? to really be feeling it. cept of re-seeing the world as a truction kit into the classroom? ean, are very good at this, The way that I teach is that I design me, salesmen the only reason that I’m for example, you're going to work know!!? And so I would say we can rative this platforms what most biting kind of or deep, authentic h a group teachers might out an to of invitation. And those ple these days would that just call nection the material that I'm e an interest in it but they haven't tations are But usually indirect because tive kits’. I guess I think of ng to the teachers about, is that I'm he way humans work, the way that the m y as delved a type into of platform, the world which of is y connecting with it and that works, the there way self-preservation ething that you can build on top of. erial is Are really lifting me sort up and ing. any of t's why you it's might called give a platform. It to is AAAAAAAAAAAAAAAAAAAAAA mples to them rative, meaning that people can use AAAAAA port this idea? If that makes sense? combine it in ways that generate all s of outcomes. And I like to design Totally. I don't think you can just orms that have infinitely many somebody out of the mindset, omes. t, but I think that it's something e like a birthing process. If you what does infinite mean? Well ider how does a plant bloom? Well, ountable! So many that I can't even can get the bud of a flower and you a cap your on it. And that use fingers and it's pry a it diverse open. of outcomes that are also done it before. Yeah, it's not exactly redictable by the person who ooming. The flower may not live. ted the platform, or really by AAAAAAAAAAAAAAAAAAAAAA AAAAAA

Exploring EdTech Ireland #4 2021 Exploring EdTech Ireland #4 2021 invitation to do some art research? And so I talked it's but not it also a to bad can someone metaphor get in the to for join way students me at the in to her about my thesis for like six hours, trying to see the world, but it's also not same something time. that's So the truly way lifting that humans me up, and then she spent a long time putting a work is that we can, if we want it to be then bad that metaphor speaks to for people. how do Then we they take that into a visualization. teachers into a place where they can see an say, “Whoa, look, that guy's lifted up by authentic transformation, give it, and I guess teachers this. Let me listen for a minute!” an invitation the answer is and like those this; well my first answer is how we don't do invitations can re-seeing look like is a a number of Yeah, so that powerful it, which is not directly! Humans have a things. concept and, you know, see people Jennifer: Yeah, I could that talk in default way talk of generally, seeing the but world about TED re-seeing I respond like and to your and people people are very rightly averse to having delve into The first it characteristic from a making, that learning an really well to you and your ideas. You the they the has world and way invitation mindset like see formation that phenomenois changed. that it's got that feeling that the audience was They should be averse to that because if logical perspective. authentic. And so for it to really be totally on board with what you were just anyone I could change the authentic, - assuming I’m way the they one talking about. then So how do you create see the world, anyone could take facilitating it - I have to really be feeling Jennifer: So what do you think works your inventions to them help be people come them over or you're have convinced it. Whoever is conducting the workshop best when introducing this of something. on board? has to really be feeling it. concept of re-seeing the world as a construction kit into the classroom? I mean, are very good at this, Jay: The way that I teach is that I design For me, salesmen the only reason that I’m Say, for example, you're going to work you know!!? And so I would say we can generative platforms what most exhibiting this kind of or deep, authentic with out a group teachers might put an to of invitation. And those people these days would that just call connection the material that I'm have an interest in it but they haven't invitations are But usually indirect because ‘creative kits’. I guess I think of talking to the teachers about, is that I'm of the as way humans work, the way that the really them delved a type into of platform, the world which of is really connecting with it and that ego works, the there way self-preservation something that you can build on top of. material is Are really lifting me sort up and making. any of That's why you it's might called give a platform. It to is AAAAAAAAAAAAAAAAAAAAAAAA examples to them generative, meaning that people can use AAAAAAAA support this idea? If that makes sense? it to combine it in ways that generate all kinds of outcomes. And I like to design Jay: Totally. I don't think you can just platforms that have infinitely many take somebody out of the mindset, outcomes. right, but I think that it's something more like a birthing process. If you So what does infinite mean? Well consider how does a plant bloom? Well, uncountable! So many that I can't even you can get the bud of a flower and you put a cap your on it. And that can use fingers and it's pry a it diverse open. set of outcomes that are also I've done it before. Yeah, it's not exactly unpredictable by the person who a blooming. The flower may not live. created the platform, or really by AAAAAAAAAAAAAAAAAAAAAAAA AAAAAAAA

g EdTech Ireland #4 2021 io ey as an example, the things people and you've got one artist that e 're all apprenticing and the artist is made with it are unpredictable. doing I don't their know work how and many the people things ning e are are that doing have their been work. made And by the of se, ey Makey hopefully but the there's main quite, artist quite, is ana iration.

n they teaching knowledge and skills? if you had 10 or 20 people, you count they are, how that's many really things important. 10 or 20 ple will make with it. But I can't tell it's kind of secondary to the work as hole. “Oh, And they're so I feel going like to my make way 30 of aborating, gs”, you most know, commonly, they is could this ntially of creating make these 700 things! platforms It and just ing out these messages. nds on how much time they have. this is a form of collaboration, of ting generative platforms that fit o get back to the question you asked a before larger that bubble teaching. one Or t [on of mindsets], aps you might call it facilitating, g I do when I want people to switch ead of calling it teaching. dsets is I show them a baby or a ler, and I ask, “What is a beginner's d? Let's look at a beginner's mind”. I so you've also got this type of t have that many videos of toddlers, enticeship model: you can have AAAAAAAAAAAAAAAAAAAAAA AAAAAA

And we watch them interacting with the I find challenging is fitting it Exploring EdTech Ireland #4 2021 all in! world. The Irish primary curriculum is quite dense, the education system itself is Sometimes I take something interesting quite complex; I'm not sure what it's like, and you'll see this in some of my like in Florida, so getting the balance talks, like snow or pollen. And it's not right can be a bit challenging... just snow or pollen. They’d do it with a wire. They do it with dirt. They do it Jay: Well, teachers are all trying their with everything. They don't know what hardest and most of the kids are doing it is and they don't have a preconceived their best given don't the circumstances. So notion. They have a notion!! how can ready we work within in this system They're and they're a playful that and someday state we and have they're open, highly hopefully open, to supersede the way things find out what things do. work They now test or if else it enough, so that it'ssand reform is for eating! Every kid tries it modified but that the good stuff stays? because they don't know what things are for. Well things are changing all the time. I mean, I no longer have to tell a teacher, And so that's a great place to start but “Oh hey, also you like really a should do project there's hundred other based learning. how all great it is.” techniques. But Look they're sideways, Teachers are you're like, showing “Project someone based right? Because learning is it’s great, I want to do thing it. I just a toddler, not the same as need the time and the resources. Can telling somebody, “OK, now think about you help me to get it going?” the world differently.” It's a glimpse into the experience of what is going on in this toddler's mind right now. To improve our systems, I think we need to use some human wisdom and recognise that what we have is half good Jennifer: Yeah, that’s a great and half needs improvement. And the approach - giving an example of more we can slide in things that work toddlers and focusing on how they are with the existing system but slowly the constructors of what they are make them obsolete, parts of it obsolete, discovering. Giving the time and so that we get a more of a balance. space for discoveries to be made is so AAAAAAAAAAAAAAAAAAAAAAA AAAAAAAAA

g EdTech Ireland #4 2021 sured students not based on correct ents have to think for themselves wers on tests? What if we just put out n. So it comes back again to that e paper and measured how many , what do we want students doing? tions do people have? And I mean, at is the best approach to getting a joke and it's not a joke. It's for one ents think because about right how away, they g, very to serious k? eaching style would change. I think hers would be a lot more freed up to If you could freeze time and open h the way they want, if that were the student's mind and look at it, what Now, if the test, if there is still a would you want it in? And I mean, stakes test that only had questions answer is only probably a diversity of t, I mean had blank spaces to at different not probably just one e s questions on times, it. That . ldn't end up in a perfect scenario, so not serious that that's all we need. I am serious that we might want to the state of posing a question and things at how that many come questions before; the sible ents are asking. steps that come before posing AAAAAAAAAAAAAAAAAAAAAA AAAAAA

Exploring EdTech Ireland #4 2021 separate from analysis, and then your what normal happens space. right You after a question is posed. Is that it? Are might use stations if you want some they done!? No, there's a whole epilogue separation. And I think stations, to that question. whether it's separate or not, is maybe the best tip I have. And so that series of events is exactly the kind of thing (not the only thing), A station is a physical space where there but certain are it's exactly tools the and kind materials of thing set that up you wish a student would be going together, and sometimes you don't have through. space to have them already set enough up. You might have a peg board, or you might have a bunch of project boxes Jennifer: Yeah. And then it kind of with a set of tools in them that all relate leads to those serendipitous to a certain activity inside of them. discoveries, which can be really cool...

Tool sets very or material sets that can be Jay: Yes, cool…and when someone taken out information and put away allow you to takes in in a heightened have multi-use stations. So a station is a state of awareness, like in a central place discovery, where people are serendipitous like who you just interested can come there and they can said… there's lots of heightened states participate in the activities. And if of awareness, but let's just take there's more than one person there at serendipitous discovery. Someone takes the information same time, then not they in that way: only can are communicate that it, activity. they unlikely about to forget it's not They just can see what each other is doing. about remembering and forgetting, it's more likely that they’ll meld it into The whole idea of stations is very much their knowledge tree and into all kinds common sense. It's not really a huge of places and start using it. insight; if you only had stations, tool combinations, material combinations; Jennifer: And would you have any well then you have a maker space! There suggestions that would help people to is no maker space too small. The corner set up a place for such discoveries to of your classroom is good enough. So at be made, such a makerspace area first I would say; as don't be intimidated. for example? The stuff you like to make is a great AAAAAAAAAAAAAAAAAAAAAAAA AAAAAAAA

g EdTech Ireland #4 2021 e redoing it as web software. ple think 3D printers are what will be designed for Chromebooks, erspaces are about, or robots or nes. y any laptop or device, although the And I mean, drones are super rollout I have a won't drone be and optimized I like drone for ography. ces. But making is not about nes. It’s not about robots or 3D ters. It’s not first even iteration about coding. nifer: So the of it I coding. I think coding is a really nded for it to be a physical device, part of making, but you don't need ctual console? o any of those things.

Yeah, we wanted it to be, and we put r makerspace be what you're a Kickstarter - can which still stands rested in making. never You can literallyuse Kickstarters go down! ancelled it halfway through because in the next hour because you can together one box of materials that of things weren't working out. think are interesting and, you ably already have a table and, then wanted it to be a physical device build up from there. use I really love physical devices are beautiful, that do exactly what nifer: And then to you out design them do. spread But we're m that! I think getting started and signing it as software now and we ing that first leap is probably the soft launch it this year. dest bit! Before we finish up, do Game little bits as of have Bender,” anything there’s on your radar that you move around from place r next design project? lace that designate behaviour and bits of code look a sticker and So I'm about to like put out a project d “Game Bender.” A couple of years underneath the sticker are the ils the code. “Game And then you as cana we of publicised Bender” e these stickers around and you can o game console meant to be like an k the variables with a slider and x or Nintendo, but for building and you can in and of ning and dive creating, a course, total range the blocks. rposing of that concept. But we AAAAAAAAAAAAAAAAAAAAAA AAAAAA

Exploring EdTech Ireland #4 2021 the concept of code. And so they just touch things that are You’ll have access to developmentally “Game Bender” appropriate for them. They move things this year for sure, because we already around, gain and a confidence, have dates things are gain alreadya fluency and it leads to what call working, so so that’s great! So I that coding intuition or just basic, basic summarises my next project! knowledge. Jennifer: Sounds amazing! Best of So what we're trying to teach with luck with it, I look forward to testing “Game isn't Thanks how to code, but it when Bender” it releases! so much rather a coding intuition which we need for all that, it was great to chat with if we are to have coding literacy. So you!! “Game Bender” is really meant to have people reach their hand into a game Interesting articles by Jay: and mess with it, just like you would put your hand into a box of marbles and AAAAAAAAAAAAAAAAAAAAAAAA h t t p s ://m e d i u m .c o m / AAAAAAAA @w a k e u p s i l v e r /t h e -m a k e r m o v e m e n t -i s -a b o u t freedom-25ef8a323022#.yakwn vjpx

h t t p s ://w w w .l i n k e d i n .c o m / pulse/maker-movemen t -3dprinters-jay-silver https://www.edutopia.org/blog/ trees-of-knowledge-jay-silver h t t p s ://w w w .e d s u r g e .c o m / news/2015-09-13-the-futureof-education-demands-morequestions-not-answers

nationwide competition with deliver digital learning experiences in

exciting new digital skills competition for primary Grand Finale to take place in the classroom. April 2022 schools schools April 2022

Throughout the six weekly online This week, every primary school in the episodes, students will be learning how Republic of Ireland will receive a Microsoft Ireland and RTÉjr today announced they are joining to use Minecraft: Education Edition unique code the post an so they can forces to in launch exciting new national digital skills through the medium of fun challenges! register for a Minecraft: Education competition which will challenge primary school students These challenges will be aligned to both Edition account to take part in this the Republic across the and island Northern of Ireland Irish to use Minecraft: Education exciting initiative. Primary Schools in curriculums covering subjects from Edition to help shape Ireland’s sustainable future. Northern Ireland will also be invited to English, Maths, Science, Geography, participate and will be able to use their SPHE and more. Microsoft’s Dream existing Minecraft: Education Edition Space team will also provide each school accounts to compete in this first-of-itswith comprehensive teaching guides to kind competition. ensure that participating schools are supported throughout the episodes and Primary Schools are invited to tune into for their competition submission. rte.ie/learn from 30th September where they will be able to watch Dream Space With the necessary skills to participate TV which features amazing Minecraft: in the competition developed during Education Edition Lessons that will run the first five episodes in the sixth and for six weeks. Delivered by the teachers final episode details of the nationwide of Microsoft’s Dream Space, the lessons competition will be revealed. It is AAAAAAAAAAAAAAAAAAAAAAAA AAAAAAAAAAAAAAAAAAAAAAAA AAAAAAAA AAAAAAAA

onwide full details of the competition will competition for primary schools y. revealed, This inclusive and competition students will will help be re that young people across the country lenged to shape Ireland’s ainable future through the medium experience how technology can shape Minecraft. world and how the skills they develop Schools will go head-tod reshape with the Ireland’s finals future. expected I know to take the e in April 2022. m Space team have an exciting series ng up which will introduce students to amazing world of Minecraft: Education mary School Students on and guide teachers on how to allenged to shape Ireland’s duce this educational tool into the tainable Future tainable Future room. We hope all primary schools will king of this opportunity and we about the launch of look the ard to supporting you all on Vice this petition, James O’Connor, ing journey over the coming months.” ident of Microsoft International

rations, said: “At Microsoft, we anne Kelly, Group Head of ve in the power of technology to inspire dren's and Young Peoples' g people, ignite their imaginations and tent kids Digital them said: to see “Today’s the world in a are variety of ways. es and its vital that their experience of Our Dream Space experience is global of the online ways community in which we is make a positive this When the opportunity arose for RTÉ to ble. We’ve been delighted to work with team ect with at every RTÉ kid to make in Ireland Dream and Space show m able how to to more code students through over gaming, the past we ed as on the it. Everyone country navigated in the school different yard ws what Minecraft is and now thanks to es of the Covid-19 emergency from e schooling and hybrid learning models. m Space TV & Minecraft: Education on, e since we're reached bringing over it 40,000 directly students to every our ol in virtual Ireland. offerings It's coding, and at innovation, Microsoft e been excited to see the impact that the ivity, and teamwork, all wrapped up in rience has had on students and teachers incredibly exciting experience. There's across the country. thing for everyone here.

s re now growing this collaboration with competition will really challenge our AAAAAAAAAAAAAAAAAAAAAAAA AA

curriculum amaze us. It's very lessons exciting to and promote it's never been done before here in Ireland. We’re very creativity, collaboration, and problemproud to be able to play an equal part in this solving. The learning platform offers with our an teachers colleagues alternative in Microsoft teaching Dream and Space.” tool to engage pupils and learning ignite their passion for learning. To participate in the competition schools the will Using code need provided a in Minecraft: the post, Education schools primary Edition in account. the Republic Primary of schools in Northern Ireland already Ireland can register for their Minecraft: have access to a Minecraft: Education Education Edition accounts at: Edition account but Microsoft will be www.irelandsfutureismine.com making accounts freely available to participating primary schools in the The Microsoft Dream Space TV episodes Republic of Ireland a nine-month and a full range for of accompanying period to allow pupils to take part. teacher guides containing direct links to specific curriculum areas, worksheets Minecraft: Education Edition is a gameand extension tasks will be available at based learning platform that allows www.rte.ie/learn. AAAAAAAAAAAAAAAAAAAAAAAA AAAAAAAA

recommend managed by a systems staff Exploring EdTech Ireland #4 2021 member that work with an at average level of ICT skills? classroom level to all staff.

Trevor Collins

Our a infrastructure Such system exists, and is based the system on isa Schools are desktop busy Infrastructure places and managing time is a key available to all schools, while this might bespoke, Virtual requirement for all school managements. What if there was a sound too good to be true and an advert system which enables central managing, for Google, storing, way to plan all school activities remotely, communicate these securing, but the and point updating of this article of all is not about promoting one company user accounts. details to staff, enable pupil lists on all notifications and allow over another, it is about sharing best staff to view school activities from any smart device? practice. After all, if we can do it, The process we are discussing in then this so can you! Let us share a bit of practice article is independent of any ICT that works. system. We use the GSuite / Google Workspace for Education. Every student Background Background and teacher have a school email account. Our internal email coordinator has set up based on various Ours groups is a mixed secondary school of criteria. (Student groups / teaching staff over 700 pupils. We have both boarders / all staff ) and day pupils. We have invested in ICT infrastructure and have an active Day-to-day activities Day-to-day activities ICT department who examine new technology to help with teaching and learning. We schools, operate ours a active ‘from from the Like so many AAAAAAAAAAAAAAAAAAAAAAAA AAAAAAAA

g EdTech Ireland #4 2021 rn? the evening. We may have students nding the gym at 7am, heading y on field trips at 9.30am, heading gle calendar was our answer. matches at 11am, have a guest ker coming in at 12.30pm and a rning from the past rning from the past le-year group quiz at 2pm. No two are we the began same and school 2021 is an en the the January ve, dynamic, ever-changing down, we were faced with planning ropolis of people. Imagine trying to informing students of our online a classes. track of Ours the who, why, m is what, a Google n, where, and how many on a daily sroom school and students were s? ng emails of notifications posted

ne. Teachers were also able to send n ICT department, we thought long ps emails relating to their subjects. hard about to help quickly dawned how on best us that the age the activities that take place. ents were becoming overwhelmed s the teacher need to book a specific emails. So much so that students m? How many people can attend? up on reviewing emails sent. at time does the event start? Does event clash with something else? could we notify them of details of students be available? Will a bus m classes in a less intrusive manner? d to be booked? Who is going? What used the classroom calendars to AAAAAAAAAAAAAAAAAAAAAA online meetings using the Zoom AAAAAA duler app and the Zoom meeting

on on Google calendar.

with every change in education, it a little time for teachers to get to it, for teachers to up-skill, but they did, it gathered pace quickly. staff shared best practice and ed each other to get up and ning. We also have an internal staff website and out ICT department AAAAAAAAAAAAAAAAAAAAAA AAAAAA

Exploring EdTech Ireland #4 2021 activities calendar used screencastify to show staff how activities calendar to organise and plan online meetings. This calendar is now shared with all Google calendar became an integral part teaching, admin, catering, and sport of the school process. staff. Every staff member can post up details of an activity that they are What the calendar does What the calendar does undertaking. Staff can use their smartphone, tablet, laptop, or PC to view the calendar through the calendar The class calendars became a repository on their school If Gmail account. Many of information. students wished to teachers the synced to find out have details of calendar their classes, they their smartphone calendar. simply went to the calendar. It became a one-stop shop for all info. The students were no longer inundated with too What can they see: many emails. The system became simpler. Start time Finishing time Post-lockdown, staff still noticed Details of the our activity (Descriptor) busy inboxes with many emails that did Match / Field trip etc. not really relate to them. We needed to The teacher bringing the students do something to cut down on the Location / Room number number of emails. The staff can upload a group of the students on this activity. (Important for The thought process of those who steer attendance purposes) policy felt that any email from management should be read, staff Where it is important Where it is important should direct queries to the relevant, specific staff so that we could make Day-to-day: Admin staff / school better use of teachers’ time. secretaries can see when teams are training in the afternoon and who is We decided to promote the use of a taking them. (Very useful when a parent School Timetable and Activity calendar rings in to pass a message that they may to late highlight non-classroom be to collect their son or activities daughter that are part of school life. when they cannot contact them by AAAAAAAAAAAAAAAAAAAAAAAA AAAAAAAA

g EdTech Ireland #4 2021 unts will help. The lead person lementing the calendar will need to purposes. Students on school-based e the can calendar with the relevant vities be checked against the can be list done by those sharing with y . This attendance for marked mail address or by providing a link. nt. want to make sure that only the vant people can access the calendar. nning: Since the information is now GDPR in purposes, it is way, easier clashes, if the lable a visual in person in the school could create laps and possible conflicts can now aff group of emails and only share een well in advance thus giving staff calendar (with editing rights) to this opportunity to change activities to p. imise disruption. Buses bookings be double-checked to avoid possible akes for staff is key and the allocation me during Croke Park meetings will uptions: any school who are Teachers can considering see when pting a system such as this. For staff ents may leave class for activities. are unfamiliar with Google ndar, it will take a bit of time. Once ountability: The calendar can upload an event, link it is to aa rd of what happened. There is ndar, insert has a start and finishing a list of the students away on and add a colour to help emphasise vities, so that all students are activity, you’re sorted! unted for.

se two of using the calendar king it happen king it happen udes making repeating events, ng text, adding attachments of point to very make importantly, this system m starting lists etc., and k begins with proactive staff willing bling a shared document so that all make positive changes in school can view the attachment. edures and a management who t their decisions. A proven track se Make sure that more the rd three: of making things ndar is easy to see. It is worthwhile ductive for teachers also helps. lace a monitor on a wall in the AAAAAAAAAAAAAAAAAAAAAA AAAAAA

Exploring EdTech Ireland #4 2021 management. May I ask you to consider the following to help make a great system Phase 2 of development of our better: school using the system school using the system

Provide more options of colours for events Some schools may already have shared calendars with parents. We have something Allow users to pre-set some of the default a little similar but nothing at the moment at the same level that we duration setting s for events have for internal communication with staff. create a similar Could One you goal make is it to easier to turn on/off activity-based calendar for students and notification alerts (similar to the alarms parents. We anticipate that there would on a mobile phone) be a huge overlap of information but due to GDPR we would not be Enable a system where you can sharing have a for example team lists, in a public View #1 and a View #2 option of viewing forum. the same calendar where View #1 is the master calendar, but you can stop the Lessons learned Lessons learned View #2 cannot see every activity / detail. (I know you can copy calendars but this If we can do it, then so can you! suggestion is more about ease of use!) For us in education, this would mean I could share the one calendar will the full school Ours is a busy school, we need accurate community but something bus list information available, and like it a must be can only be viewed internally. easily accessible. Thank you, Google, for making this happen. Thanking you in advance, Wishlist From an admin point of view, may I describe it in the following way: Trevor Collins is the Assistant Principal at Bandon Grammar School, Cork. Dear Google, I’m an admirer of what you provide in AAAAAAAAAAAAAAAAAAAAAAAAAA AAAAAA

Exploring EdTech Ireland #4 2021 highlighting the results of our country wide Digital Trend Report. The insights The statistics from the 2019 report give Maeve Power, Zeeko gained the questions relating to a good from insight into the behaviours of The last two years have certainly seen some changes when it screen time were as follows: young people around technology, but comes to our attitude and reliance on technology. For many we were curious as to how much has the pandemic The majority of children in primary affected those figures. How of us, both adults and children, it has been our lifeline for much schools reported spending between 1 time are young people (from 1st work, school, social interactions and more. to and 6th 2 class) hours spending per day in online front during of a screen as a result of Covid-19? weekdays.

At Zeeko, we were curious what eﬀect this might be having on young people. Are young people spending more time To There find was out a more progressive on this increase topic we in online or responses less? Is spent the additional reliance on technology pulled the 500 amount of time from our online 2019 aﬀecting their relationship with the internet? In particular, we Digital Trend Report and 500 from our throughout primary school years. 2020 Digital Trend Report (post March wanted to focus in on screen time to get a better sense of 2020). On the next page we present the 23% of children attending 6th class has impacted young people’s how much the pandemic results of our analysis. reported spending more than 5 relationships with screens. AAAAAAAAAAAAAAAAAAAAAA AAAAAAAAAA

g EdTech Ireland #4 2021 rtainment while being stuck at e, we have all seen an increase in pandemic has forced many of us to screen time over the last year and a race technology is new areas of our . Whether that is chatting with and But, interestingly, the amount of ng people out that said they spend 5+ ging with friends, rs a day on screens has decreased municating, and collaborating with k during the week and on weekends. colleagues or getting our

ation, screens are now more ording to the report the percentage alent in our lives than ever. hildren that spend 5 hours or more y using a screen during amount the weekof urprisingly the overall decreased from 14% Pre Pandemic young people have been spending 0% Post has March 2020. during And the g screens increased the mber of Between children that spent 5 or demic. school; chatting AAAAAAAAAAAAAAAAAAAAAA AAAAAAAAAAAAAAAAAAAAAA AAAAAA

Exploring EdTech Ireland #4 2021 the weekend has decreased from 25% Time to 21%.

The negative impacts of too much There are articles that have screen time countless have been well researched. been published in the last 18 months It can cause disruptions to sleep, impact about how Covid has impacted on mood and cause eye strain. However, children’s screen While relies we did as more and more time. of society so find through our research, as many heavily on the internet, use of screens is others did, more that overall screen prevalent. time has becoming and more increased, share all a more And let’s we not wanted forget to about the balanced view of the Overall, amazing benefits that data. come with between pre and post Covid, excessive screens. screen use (5+ hours a day) has decreased for 1st- 6th class students. We have unlimited and easy access to AAAAAAAAAAAAAAAAAAAAAAAA AAAAAAAA

g EdTech Ireland #4 2021 rtainment. We can learn a new skill lems. Managing screen time is so ortant a whim if we and want find to answers help young to ple tions that we may never have even build healthy relationships with ens. idered It's before. about Screens, balance and and the erstanding nology they allow the us pressures to access, and has ctations of our modern society. nded and enriched our lives and should not be under estimated. The unlikely of us message that we any need to could instil go ina without looking at a screen. So, let’s ng people is balance when it comes e sure we are realistic in our views reen time. creen time and approach managing en time in a mindful balanced to manage screen and time is an And hopefully we can see the trend ortant topic that should be formed and balanced use of screens, essed in classrooms throughout inue. and secondary school. mary

ever, we acknowledge that it can be ee Practical Tips for fficult subject to address because ens as so ingrained into our daily ouraging Less Screen Time . And they are becoming more and h Your Students e important in an educational ext. It can come across as a bit Assign homework that radictory some if we are telling students uires no screens. educe their screen time at home e we continue to use screens in the his can be an easy way to encourage room. students to spend part of their ing away from screens. Even better ead of focusing on the negative u can encourage your students to go acts of screen time, let’s focus on ide and be creative while they do it! hing young people how to manage r relationships with screens and e are some ideas: h them mindful use of devices so can succeed in our technology ad a book and present it to the class sed world. The internet and screens amazing tools but as with AAAAAAAAAAAAAAAAAAAAAA AAAAAA

manageable – Create small wins Exploring EdTech Ireland #4 2021 and help to outside build habits by encouraging iii. Go and write a story about your students to make small changes something that you see at home. Instead of saying ‘no screens at all in the evening’, create a tech free iv. Draw a map of your local area and zone in the house. For example, the present it to the class dining room table. No one is allowed to use a screen when sitting at the 2. Create a family screen time contract. 2. Create a family screen time contract. table. a. When it comes to managing screen iii. Remember, not everything will go time it is important that the whole according to plan all the time – as family is involved. Young people will with everything, life might get in the naturally emulate the older people in way of the digital or contract. For their lives. If parents older siblings example, a family member might be are constantly looking at screens, this ill therefore mum needs to have will and become normalised in the house her phone on her all the time or an and the younger people will copy it. older sibling might have an important school due idea andof Discuss with your project class the needs to a use the computer for a bit creating screen time contract that longer in the evening. everybody at home has to sign and stick

to. This can be an interesting exercise as Recognizing that things may not your students will need to consider the always go to plan and the ability to be needs of their family members when it flexible and adapt are vital skills that comes to using screens. Here are some your students will need to succeed in helpful tips you can give your students the future. This is a great opportunity as they create their digital contract: to teach them. i. Remember, everyone’s contract will 3. Talk to your students about what they 3. Talk to your students about what they be different as everyone has a different are consuming when using screens. are consuming when using screens. situation outside of school. Encourage your students to think about what a. When comes for to screen time it and is would be it good their family important to consider the differences empower them to make decisions. between quality and quantity AAAAAAAAAAAAAAAAAAAAAAA AAAAAAAAA

g EdTech Ireland #4 2021 ect century skills. Over the past 5 years of screen time focus solely on time o has spent conducted in front seminars of screens and with run e rammes in over 375 schools across consideration for what is actually he screens. country and engages with approx. 00 students each year. In addition he delivering of programmes, Zeeko research shows that overall, we lso be passionate conducting uld working about towards reducing arch in for the young education/technology en time people (and for e. ts too!) but, as mentioned above, ens are not going away. So let’s start ng y year a conversation Zeeko conducts about a WHAT Digital nd ent Report we are with consuming schools all rather over than the W ntry. we are The consuming report focusses it and teach on erstanding the impact of technology young people how to value and young e the most out of the time they do people’s lives and also their ude d on screens. towards the internet and nology. If you are interested in ng a free Digital Trend Report for out Zeeko school visit the Zeeko website.

o is an education technology rsion this in article originally featured pany of based Dublin, Ireland. The he Zeeko Blog pany’s mission is to empower AAAAAAAAAAAAAAAAAAAAAA AAAAAA

Exploring EdTech Ireland #4 2021 the time to of experience complete students a few with courses dyslexia to

accessibility and inclusion in your classroom accessibility and inclusion in your classroom help my students and fellow teachers in and EAL students in your classroom.

the years to come, including becoming Holly Murray an have MIEE a Microsoft Innovator I experience with using both Educator Expert and completing Microsoft and Google tools in my Post Primary History & Geography Teacher, Finn Valley College, Co. Donegal Google educator level for one technology and two classroom. My passion exams. learning really began when I enhanced As a young newly qualiﬁed teacher I remember the fear of visited Microsoft in Dublin in 2019. On I also day that completed I witnessed my UDL the amazing badge which TEL not knowing what to do in a class with students with all for transformational tools that Microsoft have for to my offer. own Onmy PME did not prepare me for diﬀerent abilities. I felt like teaching returning home from that fantastic CPD career. article is I will this and this In is this where my passion for technology really discuss I how event Microsoft began using and Google Microsoft TEL began. then AAAAAAAAAAAAAAAAAAAAAAAA AAAAAAAA

I wanted to help my students who needed me the most. Students with dyslexia and EAL students which are students that do not speak English as a ﬁrst language is where I set my focus. Initially I had no idea how to help a student who spoke a diﬀerent language however after a visit to Microsoft in Dublin in 2019 all that changed.

g EdTech Ireland #4 2021 Exploring EdTech Ireland #4 2021 ng tool. otations, the it features allows picture you that dictionary, to Microsoft translate speech tools the ument e text, to offer Reader for you for mode, teachers. EAL students. and Microsoft more. The cator Centre courses are all free and size can be increased for users with ever, the free version has a limited ate can be found under the home mber also obtain a badge on completion. sual impairment of features, and for there the are more in a Microsoft word document anda mber of options for literacy supports anced features to pay er the tools you tab will in need a Google it. in Another also. extension This is isa ument. You Chrome simply click on tools the ow the can application Microsoft and Google tool and really ticks the of rophone and you instantly see d you to tick that box of accessibility Aloud which is will a text to box speech ssibility and for t e you have said inclusion being typed on your the inclusion? reader which can help students ents. Immersive can be en in The front of you. reader Dictation in dyslexia. nd under Reader the view tab in Microsoft rosoft has been updated this mersive is my number one d. mer and you now can select from write Microsoft. this article, am using It is I fantastic. Thea en language, click in a auto ure in Microsoft called dictate. This mersive reader is found few ctuation, and additionally, select a Immersive reader is now available e of technology allows me to talk to rosoft applications including Word, everal applications that you may be anity filter. screen and it will type exactly what I erPoint, OneNote, Teams, Outlook, ady using in your classroom. saying. This feature is also available the Edge browser. The Immersive translate options in is Word and in er Google doc and it called voice will help reduce the stress and gle Docs can really transform a ortunately, as of yet Google does not ng. This type of assistive technology ety of reading copious quantities of on for your EAL students and make e the immersive reader, but they do y for helps students to reduce the students with dyslexia as this read content accessible all. You can e a number of chrome extensions to unt of the time writing to or typing document aloud for and the will help students with you. Helperbird is dysgraphia a Chrome . light the text you want to translate both Microsoft and Google have an dyslexia or even just help you as the nsion that includes text to speech, nsive list of languages that you can her when writing out long sample , dyslexia support, dictation, background colour can be changed AAAAAAAAAAAAAAAAAAAAAA AAAAAAAAAAAAAAAAAAAAAA AAAAAA AAAAAA

Exploring EdTech Ireland #4 2021 Exploring EdTech Ireland #4 2021 saving tool. and all annotations, the it features allows picture you that dictionary, to Microsoft translate speech tools the document have to text, to offer Reader for you for mode, teachers. EAL students. and Microsoft more. The text size can be increased for users with Educator Centre courses are all free and However, the free version has a limited Dictate can be found under the home a visual you also obtain a badge on completion. number impairment of features, and for there the are more tab in a Microsoft word document anda number of options for literacy supports advanced features to pay under the tools you tab will in need a Google within for it. the Another also. extension This is isa So Document. how can application Microsoft You Chrome simply and click Google on tools the free tool and really ticks the of help you to tick that box of accessibility Read microphone Aloud and which you is will a text instantly to box speech see accessibility and for and inclusion? what you have said inclusion being typed on your the voice reader which can help students students. Immersive can be screen in The front of you. reader Dictation in with dyslexia. found under Reader the view tab in Microsoft Microsoft has been updated this Immersive is my number one word. summer and you now can select As write Microsoft. this article, am using tool I from It is I fantastic. Thea chosen language, click in a auto feature in Microsoft called dictate. This Immersive reader is found few The punctuation, Immersive and reader additionally, is now available select a piece of technology allows me to talk to Microsoft applications including Word, in several applications that you may be profanity filter. the screen and it will type exactly what I PowerPoint, OneNote, Teams, Outlook, already using in your classroom. am saying. This feature is also available and the Edge browser. The Immersive in The options in is Word and in a translate Google doc and it called voice reader will help reduce the stress and Unfortunately, as of yet Google does not Google Docs can really transform a typing. This type of assistive technology anxiety of reading copious quantities of have the immersive reader, but they do lesson for your EAL students and make really students to reduce the text for helps students with dyslexia as this have a number of chrome extensions to your content accessible all. You can amount of the time writing to or typing will read document aloud for and the highlight the text you want to translate this help students with help will you. Helperbird is dysgraphia a Chrome user. and both Microsoft and Google have an and dyslexia or even just help you as the extension that includes text to speech, extensive list of languages that you can teacher when writing out long sample OCR, dyslexia support, dictation, The background colour can be changed AAAAAAAAAAAAAAAAAAAAAAAA AAAAAAAAAAAAAAAAAAAAAAAA AAAAAAAA AAAAAAAA

g EdTech Ireland #4 2021 k on Google Classroom or on Teams, ill Education upload an English and a Centres throughout slated version for the student. is nd run webinars during It the ortant to also show students emic year which are your an excellent they can use these tools also when ce of free CPD for teachers. The pleting homework etc. rosoft Educator Centre also offers llent free CPD courses for educators. ggle ou are Connect just starting is also out a new on your CPD tal orm in Ireland that have short bite journey, I would advise you to n videos one or on two how tools to use that various could be TEL of efit to your students. Do not try and s. Check out https://www.wriggle.ie/ n gle_connect for more information. about every single tool that you about because sometimes not every can be of benefit to your (adapted student following infographic if you take on too many new tools tesy of Mike Tholfsen, Microsoft) n be quite overwhelming. ld be an excellent resource for your re is no one size fits all when it tal drive in your school. es to using technology in your AAAAAAAAAAAAAAAAAAAAAA AAAAAA

work on Google Classroom or on Teams, I will Education upload an English and a The Centres throughout translated version for the student. is Ireland run webinars during It the important to also show students academic year which are your an excellent how they can use these tools also when source of free CPD for teachers. The completing homework etc. Microsoft Educator Centre also offers excellent free CPD courses for educators. Wriggle If you are Connect just starting is also out a new on your CPD platform in Ireland that have short bite digital journey, I would advise you to size videos learn one or on two how tools to use that various could be TEL of tools. Check out https://www.wriggle.ie/ benefit to your students. Do not try and wriggle_connect for more information. learn about every single tool that you hear about because sometimes not every tool be of benefit to your (adapted student The can following infographic and if you take on too many new tools courtesy of Mike Tholfsen, Microsoft) it can be quite overwhelming. would be an excellent resource for your There is no one size fits all when it digital drive in your school. comes to using technology in your AAAAAAAAAAAAAAAAAAAAAAAA AAAAAAAA Exploring EdTech Ireland #4 2021

Professional one consisting Development of Ambassadors, Service for Education Teachers (PDST) and a group of leading Ministry Co-Ordinators and Pam O' Brien & Julie Power Leading Teachers teachers to disseminate supported information by a team EU Code Week is a grass-roots movement that celebrates based in the European Commission. In about EU Code Week and to encourage Ireland, Julie Power and Pam O’Brien others to get involved by planning and coding and digital literacy. The aim is to make programming are the visible organising their own activities. ambassadors more for who all, work by with participating in fun and engaging AAAAAAAAAAAAAAAAAAAAAAAA activities. Creativity, problem solving, and collaboration are AAAAAAAA

at the heart of these activities. In 2020, despite the pandemic, more than 73,000 activities were organised across the EU during Code Week. Poland topped the scoreboard with more than 20,000 activities and Ireland came in 27th place with 123 activities.

e ugged who (without are already the involved need for in nology) ng. Teachers and can of cover any a subject vast range and activity r students, types parents, including, grandparents, but not arians, ted to, makers problem and solving companies exercises, can rganise and participate in activities ramming activities and maker and Code Week. These activities can be ect-based events. AAAAAAAAAAAAAAAAAAAAAA AAAAAA

series of between 9th online and 24th hackathons October. So were far this year, there introduced in 6 are European more than countries 10,000 activities planned with Austria on top including Ireland. The first round took of the place in scoreboard each country at during the moment. Spring Ireland is in 26th place but we would 2021. love to see an improvement in that placing. classes The five Coding successful Irish already teams happening to in the classroom perfect continued work on their are solutions examples of activities that can be added over the summer and competed in the to the finals activity in map at https:// national September, where codeweek.eu/events. Mount Saint Michael Secondary School in Claremorris took first place. The If you don’t have any activities planned, winning team from each country will you could then progress check to the out European 'Learning final Bits’ under the which will 'Schools' be held during section CodeWeek. of the EU Code Week website. These comprise of You can find more information on the short videos outlining computer science hackathons at https://codeweek.eu/ concepts with more detailed lesson hackathons. plans covering different age groups and activities. Further information on Code

Week Ireland news will be In addition, are a series of shared on there the event twitter challenges specially created this year for account @CodeWeekIRL you to undertake on your own or with

your friends or colleagues. You will As you can see there are lots find all 18 EU Code Week Challenges, designed by to the EU Week team, of ways get Code involved in ambassadors, and industry at Code Week so if partners, you are https://codeweek.eu/2021/challenges. organising an event please be sure to pin it to the Code These challenges can be taken as is or Week map https:// they can be tailored to suit your own codeweek.eu/events and context. Participants are encouraged to let's get Ireland moving on take on as many challenges as possible up that scoreboard! during Code Week to fill their 'bingo cards'!

Exploring EdTech Ireland #4 2021

Chris Reina

MakerMeet develop and deliver a diverse selection of Makerled, project-based, S.T.E.A.M. workshops for students and teachers in the education, enterprise and private sectors. Each issue we will bring you a new Maker project to do at home or in school - some will be very simple while others may require speciﬁc materials. See www.makermeet.ie for more information. Our second Maker project will be a slightly more complicated game. This is suitable for ages 10+ and will require some previous coding experience. (Block-based software like Scratch is a great place to start).

Notes: Notes: If you have used Micro:bits with Microsoft’s Makecode and are ready to move on - this is the next logical step as it is a good progression to the next level of more complicated game creation. The URL to access this is: https://arcade.makecode.com. You do not need an account or hardware for this project - there is a built in simulator online which works perfectly. If you would like to purchase hardware, we have found the Brainpad Arcade to be an excellent choice. (https://www.brainpad.com/ brainpad-family/arcade/)

g EdTech Ireland #4 2021 owing pages to build the game in Makecode:

Go to: https://arcade.makecode.com >

oose “New Project” and give it a name.

he simulator will be on the left, but you can hide it if you want for moment.

ou will use the blocks under each of the categories in the middle umn. (Sprites, Controller, Game, etc.)

Choose “Scene” and “set background color to” > Choose your kground colour.

When dragging blocks out, they will “snap” into place.

Choose “Sprites” and “set mySprite to sprite ▦ of kind Player”.

Click on grey box after “sprite” and draw your own Alien!

Choose “Controller” > “move mySprite with buttons”

Once again, Choose “Sprites” and “set mySprite to sprite ▦ of kind yer”.

Click on grey box after “sprite” and now at the top, choose llery” > Choose a Duck!

Make “set mySprite to sprite ▦ of kind Player” > Change yer” to “Food”

Choose “Sprites” again > Choose “on sprite of kind Player

Exploring EdTech Ireland #4 2021

13) Change 2nd “Player” to “Food” 14) Choose “Info” > “change score by 1” 15) Choose “Sprites” again. > Choose “set mySprite position to x0 y0”. (Make sure “mySprite2 2” is selected. - same as the Duck) 16) Choose “Math” > “pick random0 to 10” > right-click and Duplicate. > place in both x and y positions. 17) Change x to “0 to 160” and y to “0 to 120”. 18) Choose “Info” again > start countdown 10(s) 19) Play your game! Note that countdown resets every time the Alien gets the Duck. What’s your High Score?

g EdTech Ireland #4 2021

Exploring EdTech Ireland #4 2021

g EdTech Ireland #4 2021

Exploring EdTech Ireland #4 2021

g EdTech Ireland #4 2021

Exploring EdTech Ireland #4 2021

g EdTech Ireland #4 2021

Exploring EdTech Ireland #4 2021

g EdTech Ireland #4 2021 Maker Project that can be done in the classroom and at me with basic materials.

l eld scientists. Experienced Consultant, Awardin Milltown, Co. Dublin and has an interest er recently completed her Higher Diploma in Science in Computing with TUD Tallaght and is looking ng things tech, art, science and wildlife related. As Program Manager, EdTech Specialist, rd to undertaking new challenges and collaborations in the future. mologist and Publisher. s teaching her mainstream 5th class, Jennifer he Junior School’s Makerspace and Code Clubs Create Innovate: https://www.makecreateinnovate.ie/about-us t of the after-school programme. d to four learned societies including a giate Fellow of the Royal Canadian ermore, aphical Society and the Linnean Society. Jennifer is the Primary School alist with Irish company Make Create Innovate ollaborates with them to create educational Master Tutor, Microsoft Innovative Educator rces linking computational thinking and ditor of Exploring EdTech Magazine. ology to the primary school curriculum from 6th class. er @timalavery

//www.worldexplorersbureau.com/timlavery er is also one of two lead coordinators with ean Schoolnet on the ARETE Pilot 1 project, ng with 20 teachers across several European ries to investigate the effects of augmented y (AR) on English language attainment gh the WordsWorthLearning interactive

School and field scientists. Experienced Consultant, Awardin Milltown, Co. Dublin and has an interest Jennifer recently completed her Higher Diploma in Science in Computing with TUD Tallaght and is looking winning in all things tech, art, science and wildlife related. As Program Manager, EdTech Specialist, forward to undertaking new challenges and collaborations in the future. Entomologist and Publisher. well as teaching her mainstream 5th class, Jennifer runs the Junior School’s Makerspace and Code Clubs Make Create Innovate: https://www.makecreateinnovate.ie/about-us as part of the after-school programme. Elected to four learned societies including a Collegiate Fellow of the Royal Canadian Geographical Society and the Linnean Society. Furthermore, Jennifer is the Primary School Specialist with Irish company Make Create Innovate and with them to create educational Intel collaborates Master Tutor, Microsoft Innovative Educator resources linking computational thinking and and Editor of Exploring EdTech Magazine. technology to the primary school curriculum from 3rd to 6th class. Twitter @timalavery https://www.worldexplorersbureau.com/timlavery Jennifer is also one of two lead coordinators with European Schoolnet on the ARETE Pilot 1 project, working with 20 teachers across several European countries to investigate the effects of augmented reality (AR) on English language attainment through the WordsWorthLearning interactive

ntly runs TeachTech Support which provides technical ng, consultancy and support to educational institutions nwide.

also 1/3 of MakerMeet IE - who deliver Maker-led, projectS.T.E.A.M. workshops nationwide to primary, secondary, level and other institutions.

eland’s only Apple Certified T3 Trainer - he has given hops to students and teachers on a wide variety of subjects. As s training to the Education, SME, B2B and Corporate sectors.

Maker - for the last 4 years Chris has been combined his tech Maker skills to devise and deliver workshops to educational isations in a wide variety of areas.

can be reached at: 087-2685020 or at: www.makermeet.ie / www.teachtech.support l: chris@makermeet.ie and @teachtech.support er: @chrisreina • @MakerMeetIE