EDUTECH conference Brisbane 2014


I recently attended the Edutech conference in Brisbane. With its array of fabulous speakers, opportunities to network and possibilities to catch up with educational suppliers of everthing “IT”, it was a great experience. Some reflections from a few of the sessions that I attended and speakers that I heard will follow in subsequent blogs. In the meantime here are my reflections on our first two keynote speakers.

From a hole in the wall to the cloud: engaging your students to fulfil their sense of wonder and passion for Learning.
Sugata Mitra
Professor of Educational Technology, Newcastle University & ‘global education superstar’

Prof. Mitra spoke enthusiastically about the results shown when students’ capacities are fostered to learn on their own and teach each other. He encouraged us to try to move beyond knowledge to an era of learning based upon imagination, creation and asking new questions. He highlighted the importance of collaboration.
Previously school system did not encourage creativity as the workforce discouraged anything other than rote and routine. Mitra pondered whether the current pedagogy, curriculum and assessment can produce creative children or whether we need a different style or indeed something totally different. If not we are not just producing children who will not be relevant in the skillsets demanded by future employment but will in fact be unemployable. He asked is knowledge obsolete, when answers to knowledge based questions can be so easily accessed. Emphasis on knowledge based assessment can also wire students to the reptilian component of the brain which sees things as threats and learning is not as great.

His talk emphasised for me that we need to move to 1 to 1 devices carefully so that students aren’t starved of the opportunities to collaborate in their learning. Our future classes should
• Foster students’ capacities to learn on their own and teach each other
• Move beyond knowledge to an era of learning based upon imagination, creation and asking new questions – ask: Do you think it could be wrong? rather than saying: That is wrong
• Interact with the cloud as the new domain of intelligence and learning
• Support students to connect with information and mentors online
• Relevance is important where skills and employability are concerned
• Self organised learning environments (SOLE) when asking the right questions can instil in students a desire to learn and overcome disengagement
However in slight disagreement, without some knowledge how do we ensure that what we are learning is in fact relevant and authoritative?

Embracing innovation in education.
Anthony Alcito Vice President Worldwide education Microsoft (USA)
Anthony Alcito began his presentation by asking the questions: Are we making transformation holistically? Are we developing a culture of innovation not just focussing on the acquisition of technology? He proposed that we should be encouraging holistic learning, with learning occurring both inside and outside the classroom, we need students to produce and create things not just rote respond. It is time to shift the pedagogy rather than acquiring and adapting to the technology, to deep learning projects
He suggested that when we are our helpful best, students are not learning as much but we should be promoting a curriculum of questions, peer assessment and certification without examinations.
Alcito introduced software :
Corinth Classroom which is a creator of learning objects and is aiming to put maximum creative power into teachers’ hands with minimum effort and enabling high-quality digital content easier than ever to integrate into the classroom. Choose among hundreds of objects, developed in conjunction with research universities, spanning a wide spectrum of subjects and integrate them into your own projects in minutes.
OSLO the capability of modeling a wide range of reflective, refractive and diffractive components. In addition, OSLO is used to simulate and analyze the performance of optical systems. OSLO’s CCL (Compiled Command Language), which is a subset of the C programming language, can be used to develop specialized optical and lens design software tools for modeling, testing, and tolerancing optical systems. There is a free education version available.
TEACH Intel® Teach is a proven program that helps K–12 teachers integrate technology effectively into classrooms and promote student-centered approaches, engaging students in learning and preparing them with critical skills for success in our digital world. It aims for transformational learning.
In summing up Alcito insisted:
• change is about people and culture,
• research matters,
• we should expect more from technology
• We must use data effectively
• It is essential that we empower teachers and
• Relevance is imperative – skills must be linked to employability

Inside a dog

I was asked to speak at our March Cotlibs meeting. The agenda for the afternoon was on Library activities to promote reading. I gave a presentation on Insideadog. This online interactive literature website is a place for teen readers, it is all about books – by young people, for young people and the home of Inky, the reading wonder-dog. Inside a dog 1
How did I use it?
I worked with a Year 8 class in collaboration with their class teacher. All students registered for their own account, searched for good books on our library shelves, read book reviews on Insideadog and set up a book list.Inside a dog2

Students were encouraged to move books from Books I want to read across to Books I’ve read column and watch their list grow.
I set up a book club –Ms Cav’s Year 8 library blog and had students join the book club.
I trialed the forums – general discussion, section of the bookclub and the blogs section to see which was more useful and ran with the blogs section, interestingly the forum section has now been taken out of the bookclub home page
I posed questions such as “Which character could you see yourself becoming friends with and why?” “What characters could you see yourself not becoming friends with and why?” “What has been the best ending of a book you have read recently?” and students blogged their responses, to both my questions and towards the end began responding to each other’s responses.
Inside a dog 3 I encouraged students to keep abreast of Inky’s news and encouraged students to comment when something arose that interested them.

We regularly popped into the author of the month, however no amount of encouraging would see the girls blogging to the author. Inside a dog 4

Uploading book reviews to the site was extremely appealing and a quarter of the students did this of their own volition.
There are also competitions on the site however I don’t think students participated in these.
Inside a dog 5

Would I use it again?

Most certainly but would make the following changes:
Ask all students to do updates to their computers at regular intervals – IT issues did make the program problematic and discouraged a number of users. The verification process was long-winded because of these IT issues (verification failed to show up on laptops that updates had not been installed) but it is possible to work around this by having students sharing the laptops that are showing the verification code, for others to register on.I set the securities to private but would keep membership open until all students had signed up. This would also overcome the verification process issues. The major change I would make would be to our use of the author in residence section. We totally underutilized this valuable tool and in future I would link to it every time the class were undertaking our Insideadog activities.

Digital Driver’s Licence

Digital Driver's License With the advent of BYOD in our school it is particularly important to ensure that we are doing all we can to encourage students to be responsible, respectful and safe online users. The Digital Driver’s Licence aims to engage students in the online space where they want to be. It is an online tool that takes students through a series of hypothetical, real-world scenarios related to digital literacy and safety. The tool has been designed to encourage independence and caution among digital learners, much the same way a driver’s ed course prepares drivers for the dangers of the road. This tool could be extremely useful for assessing the ICT general capabilities relating to applying personal safety protocols.

Information Literacy in the Australian Curriculum

Barbara Braxton’s post reflecting the information literacy outcomes that could be identified from the published strands of the Australian Curriculum, is a great guide to ensuring that information literacy is seen as a school wide subject rather than just a library subject. This could be included in the Info literacy standards document that I am producing this year.

2014 Action Plan Goal 3

Develop a united, caring House Group (Marion 3), that reflects the strengths of a bonded group but also respects the individual within it.
Encourage Big Sister Little Sister activities, including Big Sister Little Sister lunch.
Mix up Friday days – members sit with another member other than someone from their own year level or sibling.
House Group outing once a term.
Attend the House Warming evening to meet parents.
Liaise with Head of House or parents when concerns or issues may arise.
Keep abreast of social and emotional issues concerning teenage girls via professional reading.

ATSIL standards this goal addresses:
Knowing our students and how they learn.

College priorities this goal addresses:
Develop a social and emotional understanding of teenage girls and their world.

A happy and enthusiastic House Group that supports the individual within but encourages each other as a group.

2014 Action Plan Goal 2

Support teachers engaging in professional learning by developing and maintaining a well-resourced and diverse collection of relevant and timely resources, with a particular emphasis on Information and Communication Technologies

Undertake a wide range of professional reading and include relevant digital resources and links on myLibrary teachers blog.
Maintain contacts with professional bodies and networks such as ALIA Schools; SLAQ and Cotlibs, in order to keep informed about key news, resources and events.
Present to colleagues at a staff development meeting.

ATSIL standards this goal addresses
Know content and how to teach it.

College priorities this goal addresses:
Effective use of Information Communication & Technology (ICT) to extend and refine teaching, learning and assessment.

A supportive and professional myLibrary Teachers blog that provides a wealth of ideas and activities for teachers, particularly in the area of Information and Communication Technology (ICT)

2014 Action Plan Goal 1

To develop a partnership in curriculum development.

Attend RE curriculum meetings and liaise with Head of Religion to assist in the development of the new Religious Education curriculum.
Keep abreast of, and purchase resources that are being developed for the Year 7 Australian Curriculum for Heads of KLA to peruse.
Once units are developed, investigate and purchase both online and print resources to support new units, both teacher resources and library resources for research.

ATSIL standards this goal addresses:
Plan for and implement effective teaching and learning
Engage professionally with colleagues.

College priorities this goal addresses:
Unit development and resourcing of Year 7 programs and Australian Curriculum areas utilising the Dimensions of Learning Framework.
Australian Curriculum Phase 1 subjects and Religious Education – unit reflection, evaluation and ongoing resource development.

Well resourced units for the Australian Curriculum Phase 1 subjects and Religious Education, that support the work teachers undertake in the classroom.