ICT in Schools Conference May 2012
ITC in Schools Conference
26th May 2012
Melbourne Grammar
First Session IPad 1 to 1
Kings College Warrnambool
Using it as catalyst to change within the school and to promote student and teacher renewal of engagement in education, schooling.
IPad’s advantages include long battery, turn on any where any time but there is no charging at school. They areaffordable and there are wide range of apps.
The ipad’s touch screen supports all learning styles
The school appointed teacher to support introduction. School had to watch bandwidth, Wireless Access Points and the proxy server must be compatible.
Benefits:
happier learning
app allowed for instant practice after lesson
feedback instant
Apps used:
Drop Box - shared folders allow all to share
edmodo - social learning or the classroom - like Facebook, handout, submit work, ask and reply to question, automatic calendar, subdomain
quick Office - Drop Box supported' powerpoint
Creative Book Builder - makes an iBook
iMovie – Allows the students to explain everything and show the teacher.
The students have a more detailed copy of the lesson delivered, Forcing the teachers to think about how they are teaching.
Feedback from students and parents strongly in favored. Speeds their note taking and research. Staff very supportive. 100% say students more motivated enjoying interactivity.
Students using apps at home.
Session 2
Games in an educational setting.
Some observations:
Social learning (learning from your peers), connectivism (knowledge thru connections - blogging about an area of interest of students - connects with world etc, the more people the more passionate), authenticity, creative
Games as catalyst. Study farms, play a game on farming. Not an add on - embedded into curriculum. Civilization! uses real historical characters. Sim City for Government studies - negotiate, decisions, moral dilemmas, makes it real life role playing.
creating games
Minecraft (http://www.minecraft.net/), atmosphir (http://www.atmosphir.com/), Little Big Planet (publish as you go encourages feedback and impetus from the community), (http://www.littlebigplanet.com/).
Games are agile, they permit development of methodology, students must plan but the must be encouraged to reflect every two weeks.
Games reflect the way kids learn out of school? They permit net work learning, wikispaces for reflection, hypothesise, learn from each other
ideaSLAB (http://www.ideaslab.edu.au/)
Always have a reflective tool around the game. What can the school teach using minecraft? Ask the students. Use what we know, need to know etc chart.
Games are a winner, they permit collaborative learning, communication, risk taking, critical thinking, problem solving, creativity etc.
Session 3
Hackers, malware etc
malware modern term, USB sticks main source.
They have interesting names: coolwebsearch, bonzi buddy really bad!!!
browser hijacks bots???
Crimeware is a product run by crims for crims who pay by paypal!!
Ransomware called from call centre etc.
Best defence is to turn off modem when not using it and turn on firewall and keep fire wall on.
Session 4
Photoshop
flickr http://www.flickr.com/ - allows students to get out of their space. Students become part of a community.
The exercises encourage inter-discipline learning - Photography, ICT, English etc. How to get started? Structured classes. Get them to use google. They use edmodo http://www.edmodo.com/ for notes.
Simple exercises:
a. put fruit into fruit bow - cutting an pasting, layers, selection tools
b. three of me
Use hue and saturation, add text, contrast.
start with rough stuff, get the skills then work on 'perfection'.
Story board first.
c. The Hulk takes over the school. No real damage must be done in any form. THis would allow for reading the chapter from 'I am number 4' where the teenage heroes battle the alien and destroy the school in doing so.
Must always be a reflection. Get them to keep a visual diary.
d. lomography, http://www.lomography.com/ cheap russian camera - there is a lomo effect on photoshop. quick, fun, no guarantee of outcome, shoot from the hip, risk taking involved.
Session 5
Unlocking creativity with ICT
Speaker Head of ICT VCAA
Aim at the original and value dynamic, diverse and distinct thinking.
Knowledge is to be seen as social capital - students need to be able to do new things and be accepting of change The students must be comfy with uncertainty and change.
Must do concept mapping frequently to develop fluency but present the requirement in different ways.
Problem solving. 'project zero' at Harvard School of Education. http://pzweb.harvard.edu/ Aim at transferrable skills.
- I see, I think (VIP questions), I wonder (thinking keys, de Bono Hats )
A creative child envisages what might be, they generate ideas and they evaluate their ideas. They always see more than one solution to the problem
Non creative behaviour is LEARNT behaviour!!!!
Factors that hinder creativity: rules and regulations, repetitive teaching, 'factual' curriculum, old solutions.
ICT helps.
ICT supports risk taking, kids can branch out, use multimodal media, map then verbalise.
intel visible thinking tools; http://www.intel.com/about/corporateresponsibility/education/k12/tools.htm
Sketchup
ICT is interactive. Surveymonkey, gmail tools
ICT supports perseverance
Visualizing Concepts, ideas http://www.visualizing.org/ Note their work on visualizing 'flight and expulsion' http://www.visualizing.org/visualizations/flight-expulsion which allows for learning styles, multimodal.
Mobile phone photos are data sets.
Search for modeling tools on google.
ICT is fast and automated.
ICT supports knowledge sharing. Students must collect and store all their ideas and share with a community.
ICT supports quality presentations.
Must have multiple ways of solving problems but must have time.
make student thinking visible
see 'exploratree' site http://www.exploratree.org.uk/
break habitual teaching habits - use web, guest speakers etc
encourage 'detours'
allow hands on exploration
Final Session
Becoming literate in a media rich world.
A broad ranging discussion of latest research and ideas follows:
Those aged 0 to 8 are seen incorrectly as the only digital natives – into non sequential learning, fast access to information, visually stimulated, multi tasking, networking, instant gratification and reward.
But what about staff? This concept no longer accepted. It depends on how you use the technology not your age.
There is very little research on how really young use the technology. Not in Australia either. People fear accusation of obesity.
Mobile technology often only technology available to lower socio economic groups.
TV still king.
Young children do use computers. Mobile phone use on the rise. 90% families in UK have smart phones. Under 12 in US fastest growing sector on phones.
Higher educated parents scaffold their children. A other end parents don't use it much, don't scaffold children, children have more usage and unsupervised. They have more literacy experiences.
If they watch mum text they will text.
Habits change at 8 years of age. Changes from consumption to production. Could be six, now!
80% of six year olds will use screen media. Remember the 20%. 80% still read to at this age for at least an hour a day. Boys from lower socio-economic groups miss out.
Text intricately tied with images, sounds, etc. Social media is collaborative, global.
When reading web pages - we skim - top, down the middle, some in middle like an F.
“Literacy is a participatory culture like social networks” - Harry Jenkins.
Distributed cognition - know where to get the answers.
Trans media navigation - commercial tie ins etc.
Global community.
Kids must embrace change.
Literacy is now about how to use it.
Expect on demand. Advertising is a big thing. Books popular but now link to other products and on line games. Procedural texts on micro waves.
Some kids are producers. Kids are using facebook.
Remember it is LITERACIES.
Reading is no consumer, writing is now producing.
Contemporary digitial literacy practices for prep.
Skype (education.skype.com). Draw on iPad to see and hear explanation.
What counts as literacy has changed.
About the pedagogy - the why not only the what.
26th May 2012
Melbourne Grammar
First Session IPad 1 to 1
Kings College Warrnambool
Using it as catalyst to change within the school and to promote student and teacher renewal of engagement in education, schooling.
IPad’s advantages include long battery, turn on any where any time but there is no charging at school. They areaffordable and there are wide range of apps.
The ipad’s touch screen supports all learning styles
The school appointed teacher to support introduction. School had to watch bandwidth, Wireless Access Points and the proxy server must be compatible.
Benefits:
happier learning
app allowed for instant practice after lesson
feedback instant
Apps used:
Drop Box - shared folders allow all to share
edmodo - social learning or the classroom - like Facebook, handout, submit work, ask and reply to question, automatic calendar, subdomain
quick Office - Drop Box supported' powerpoint
Creative Book Builder - makes an iBook
iMovie – Allows the students to explain everything and show the teacher.
The students have a more detailed copy of the lesson delivered, Forcing the teachers to think about how they are teaching.
Feedback from students and parents strongly in favored. Speeds their note taking and research. Staff very supportive. 100% say students more motivated enjoying interactivity.
Students using apps at home.
Session 2
Games in an educational setting.
Some observations:
Social learning (learning from your peers), connectivism (knowledge thru connections - blogging about an area of interest of students - connects with world etc, the more people the more passionate), authenticity, creative
Games as catalyst. Study farms, play a game on farming. Not an add on - embedded into curriculum. Civilization! uses real historical characters. Sim City for Government studies - negotiate, decisions, moral dilemmas, makes it real life role playing.
creating games
Minecraft (http://www.minecraft.net/), atmosphir (http://www.atmosphir.com/), Little Big Planet (publish as you go encourages feedback and impetus from the community), (http://www.littlebigplanet.com/).
Games are agile, they permit development of methodology, students must plan but the must be encouraged to reflect every two weeks.
Games reflect the way kids learn out of school? They permit net work learning, wikispaces for reflection, hypothesise, learn from each other
ideaSLAB (http://www.ideaslab.edu.au/)
Always have a reflective tool around the game. What can the school teach using minecraft? Ask the students. Use what we know, need to know etc chart.
Games are a winner, they permit collaborative learning, communication, risk taking, critical thinking, problem solving, creativity etc.
Session 3
Hackers, malware etc
malware modern term, USB sticks main source.
They have interesting names: coolwebsearch, bonzi buddy really bad!!!
browser hijacks bots???
Crimeware is a product run by crims for crims who pay by paypal!!
Ransomware called from call centre etc.
Best defence is to turn off modem when not using it and turn on firewall and keep fire wall on.
Session 4
Photoshop
flickr http://www.flickr.com/ - allows students to get out of their space. Students become part of a community.
The exercises encourage inter-discipline learning - Photography, ICT, English etc. How to get started? Structured classes. Get them to use google. They use edmodo http://www.edmodo.com/ for notes.
Simple exercises:
a. put fruit into fruit bow - cutting an pasting, layers, selection tools
b. three of me
Use hue and saturation, add text, contrast.
start with rough stuff, get the skills then work on 'perfection'.
Story board first.
c. The Hulk takes over the school. No real damage must be done in any form. THis would allow for reading the chapter from 'I am number 4' where the teenage heroes battle the alien and destroy the school in doing so.
Must always be a reflection. Get them to keep a visual diary.
d. lomography, http://www.lomography.com/ cheap russian camera - there is a lomo effect on photoshop. quick, fun, no guarantee of outcome, shoot from the hip, risk taking involved.
Session 5
Unlocking creativity with ICT
Speaker Head of ICT VCAA
Aim at the original and value dynamic, diverse and distinct thinking.
Knowledge is to be seen as social capital - students need to be able to do new things and be accepting of change The students must be comfy with uncertainty and change.
Must do concept mapping frequently to develop fluency but present the requirement in different ways.
Problem solving. 'project zero' at Harvard School of Education. http://pzweb.harvard.edu/ Aim at transferrable skills.
- I see, I think (VIP questions), I wonder (thinking keys, de Bono Hats )
A creative child envisages what might be, they generate ideas and they evaluate their ideas. They always see more than one solution to the problem
Non creative behaviour is LEARNT behaviour!!!!
Factors that hinder creativity: rules and regulations, repetitive teaching, 'factual' curriculum, old solutions.
ICT helps.
ICT supports risk taking, kids can branch out, use multimodal media, map then verbalise.
intel visible thinking tools; http://www.intel.com/about/corporateresponsibility/education/k12/tools.htm
Sketchup
ICT is interactive. Surveymonkey, gmail tools
ICT supports perseverance
Visualizing Concepts, ideas http://www.visualizing.org/ Note their work on visualizing 'flight and expulsion' http://www.visualizing.org/visualizations/flight-expulsion which allows for learning styles, multimodal.
Mobile phone photos are data sets.
Search for modeling tools on google.
ICT is fast and automated.
ICT supports knowledge sharing. Students must collect and store all their ideas and share with a community.
ICT supports quality presentations.
Must have multiple ways of solving problems but must have time.
make student thinking visible
see 'exploratree' site http://www.exploratree.org.uk/
break habitual teaching habits - use web, guest speakers etc
encourage 'detours'
allow hands on exploration
Final Session
Becoming literate in a media rich world.
A broad ranging discussion of latest research and ideas follows:
Those aged 0 to 8 are seen incorrectly as the only digital natives – into non sequential learning, fast access to information, visually stimulated, multi tasking, networking, instant gratification and reward.
But what about staff? This concept no longer accepted. It depends on how you use the technology not your age.
There is very little research on how really young use the technology. Not in Australia either. People fear accusation of obesity.
Mobile technology often only technology available to lower socio economic groups.
TV still king.
Young children do use computers. Mobile phone use on the rise. 90% families in UK have smart phones. Under 12 in US fastest growing sector on phones.
Higher educated parents scaffold their children. A other end parents don't use it much, don't scaffold children, children have more usage and unsupervised. They have more literacy experiences.
If they watch mum text they will text.
Habits change at 8 years of age. Changes from consumption to production. Could be six, now!
80% of six year olds will use screen media. Remember the 20%. 80% still read to at this age for at least an hour a day. Boys from lower socio-economic groups miss out.
Text intricately tied with images, sounds, etc. Social media is collaborative, global.
When reading web pages - we skim - top, down the middle, some in middle like an F.
“Literacy is a participatory culture like social networks” - Harry Jenkins.
Distributed cognition - know where to get the answers.
Trans media navigation - commercial tie ins etc.
Global community.
Kids must embrace change.
Literacy is now about how to use it.
Expect on demand. Advertising is a big thing. Books popular but now link to other products and on line games. Procedural texts on micro waves.
Some kids are producers. Kids are using facebook.
Remember it is LITERACIES.
Reading is no consumer, writing is now producing.
Contemporary digitial literacy practices for prep.
Skype (education.skype.com). Draw on iPad to see and hear explanation.
What counts as literacy has changed.
About the pedagogy - the why not only the what.