ICT Items

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Microsoft OneNote

Karen Brinsden
Botany Downs Secondary College

Began using OneNote for PL and to organise appraisal documents (2010).

OneNote is a visually organised folder system. Easy to put in images, tables, links and commentary. Can make lots of notebooks for different items.

Can save notebook to local hard drive, but can also save is to SkyDrive, cloud computing. Part of live.edu.

Can open both local drive ones and SkyDrive ones at the same time.

SkyDrive, because it is cloud-based, synchs up all the time, so multiple people can edit documents at the same time.

Can make Learning Area documents in OneNote, export as a PDF.

Can make sections password-protected so that others cannot see the section. This means that students can each have their own section and share it with the teacher, or the other way around, and only teacher and student can see the section.

Can get all the students in a presentation. It shows up on their notebooks. Activities can also get embedded back into their workbook. At the end of a lesson, they save it up to SkyDrive. They can make notes on their copy just for themselves.

Can create a poll within a PowerPoint and it pushes it out to all students in the presentation.

Interactive Classroom is in the MS Suite of tools.

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October 19, 2011 Posted by | Uncategorized | Leave a comment

University of Canterbury research papers

U-learn 2011
Breakout 1
PDFs of the talks are available?

Too Much Information (TMI)
Craig McDonald-Brown talks about the need for research into online behavior of NZ youth.

Facilitating online communities of practice as an integral part of effective professional learning and development
Hazel Owen talks about the ability for online communities to expand possibilities for professional learning and development. Showed the possibility of online collaboration by using Eric Whitacre

  • VPLD – personalized learning
  • Choice is connected to motivation and learning

Hazel Owen presented results of the pilot.

nb: the leaders of the project or community need to be quite active

Driving teacher change through brokering in an online community ecosystem 
Jocelyn Cranefield, Pak Yoong, Sid Huff
Victoria University, Wellington

Niki Davis and Darren Sudlow
Achievements of the Southern Central Divide schools in implementing personalized blended learning
Achievements
1. Institutional reviews for all schools
2.  Online forum discussion of readings on a topic
3.  Blended learning pilots
4.  Literature review
5.  MyPortfolio site with reflections
6.  University of Canterbury Post-grad Certificate

‘Star Trek’ teaching ‘going where no one has gone before’

October 19, 2011 Posted by | pedagogy, Professional development, research | , , | Leave a comment

Teachers working smarter- using e-resources to make science learning go further

Mary Loveless
National facilitator – blended e-learning

Repository of resources 
Available on conference website. “Presenters resources”

VLN blended e-learning group

  • Where are the resources in your school
  • Does every teacher know what is available
  • What is a resource?

Planet science
Sign up for the newsletter, comes into your inbox
Archive them and label them

Making better sense series
From MoE

Building science concepts, from TKI Back of the Chair resources

Science Online

Digistore

Helix magazine from CSIRO, Australia 
Scientriffic, good for lower levels, ages

Science by email, free e-newsletter for members of CSIRO’s Double Helix Science Club

EMAP (Environmental Monitoring and Action Project)

Jessie McKenzie at RSNZ
jessie.mckenzie@royalsociety.org.nz
Great resource. Very helpful

Concept Cartoons
Resource with a cost
Book and CD
Can give the concept and blank speech bubbles so that kids can fill in with their own answers (hypotheses)
Also available for English and Maths.

Kick Starts from NZCER

Science Postcards

Picture books as ‘hook’. List on VLN group

Science Learning Hub
Videos of scientists talking about their stuff

National educational monitoring project (NEMP)

Regional councils

October 19, 2011 Posted by | Digistore, Professional development, technology, Uncategorized, VLN | , , , , | Leave a comment

Considering ICT in Science

Candy Hart

Learningtui2.blogspot.com

Learningjourney.21classes.com

Toondoo

Classzone Has links to resources for multiple subjects, not just science

Wallwisher This just allows students to leave notes on work.  You can post a question and the students can write their response.

Slideshare This is an easy way for students to be able to embad their PowerPoints into blogs

ICT-in-science-education.wikispaces.com

Bookr 
VERY IMPORTANT: Need to have all writing and images together BEFORE starting!

Needs:

  • Time
  • Familiarize yourself with resources (tools, ICT, human)
  • Get experts in field in

Most important – Consider where ICT can amplify learning

October 19, 2011 Posted by | resources | , , , , | Leave a comment

Innovation: Lamborghini or lemon?

Graeme Aitken
Dean of Education, University of Auckland

Open-mindedness key for educators
Innovation is costly.
Select innovation that has a high performance

How to judge Lamborghini vs lemon

Lemons (according to GA)

  • Learning centers and large classroom spaces not working (lemon)
  • Interactive whiteboards
  • Mathletics (lemon)

How do we measure an innovation to determine whether or not it will be high performance?

Grant Wiggins, what’s my job
Teachers have an obligation to cause three things

  • Successful learning (achievement)
  • Greater interest
  • Greater confidence

Only one at a time is not enough.
Where the three intersect, that is effective teacher time

Ways to waste students’ time, to waste teaching time

  • Misalignment of effort
  • Disengagement, no sense of social engagement
  • Lack of success, repeated failure

Need to measure innovation against this, how much effective teacher time is replacing time wasted in misalignment, disengagement, lack of success.
Effective innovation can be measured by increase in alignment, engagement, success

Howick College
Teacher (Steve) using Yaplet and Voicethread to create conversation within and without the classroom. If students don’t know, they can ask each other on the chat room (yaplet)

ACHIEVEMENT
Goals? Yes
Success criteria using SOLO taxonomy
Monitoring through Voicethread
Time to monitor and support in person
Receiving immediate feedback from peers

INTEREST
control of content
Working at own pace
Determining own direction
Setting level of challenge (beyond teacher expectations)
Clear goals (success criteria)
Working collaboratively

CONFIDENCE
Less public questions (Yaplet)
Reveals hidden experts
Supports peers
Teacher has time to assist
Manages cognitive load
Clear goals
Working at own pace
Determining own direction

Both innovation and sound pedagogy

Manages teacher workload
(a fourth criteria)
Set up from home
Front ends the work. Set up takes time, but frees time later
Yaplet, students helping each other, less disruption

What else do we need to know? And judge its effectiveness?

ACHIEVEMENT
Also need student results. Did the students learn about the this they are supposed to know?
Do the students think they have learned what they need to know? Ask them.
Asks a bunch of questions based on Noel Entwistle, Teaching for Understanding at University (2009)

INTEREST
Rating system
Bandura (2006) Guide for Constructing Self-efficacy Scales, Chapter 14
Give the students a list of items or activities
It’s a good way to get at things which had the biggest impact on them

CONFIDENCE
Make similar scales to above, but about confidence statements.

Uses NZC to finish. Inquiry learning

October 19, 2011 Posted by | pedagogy, Professional development | , | 1 Comment

Tools for learning: mobile phones, mobile learning devices 

Keynote 3
Jan Herrington
University of Perth

Look at ‘funky school’ on Google

‘We need to tear down an education system built for the 19th century and build one for the 21st century’ Rupert Murdoch

Some principles for mobile education
Real world relevance
Mobile contexts
Explore
Blended
etc.

We teach about technologies and to technologies
Not with technologies

‘Teach carpentry not hammer’ Oppenheimer 1997. In other words, don’t teach the tool; teach the practical use of the tool.

Need to use cognitive tools, so students have to think deeply about the concepts.

Authentic task
Practical product
Able to be used as model for others

October 19, 2011 Posted by | Mobile devices, pedagogy, technology | , , | Leave a comment

Social media

DK at Core Education

@justadandak
Justadandak.com
Mediasnackers.com

#corebreakfast

SM = digital dialogue
Not just broadcast, need to listen too. How well are we listening?
Social networking is part of SM

Change in broadcast flow, 1997, TiVo

Twitter is a great listening tool. Are libraries listening.

Consumers vs producers vs aggregators
Are aggregators producers? Consumers? Something new?
Zefrank YouTube?

six space of SM – 
Secret, group, publishing performing, participation, watching

Threadless, kickstarter – look these up

Do these spaces have significance for curricula, for spaces, for teaching and learning?

Desire paths, Stefan sagmeister

Control, competition, opportunities
We are creating more media than Media
Threat but also opportunity
Consuming more of OUR media, than mass produced
Control, can’t
remixing – if we put stuff out there, people will nick it, and remix it (better)

Tom Peters, Seth Godin

Open forum.com

Your blog should be an intersection, not a destination.

Signal vs noise

SM handbook for the US Army

Forget your students, fill your brain first.

Neoteny, play, Steve Keil, TEDtalk

Teach kids how to do a basic easy publishing model. Then let them run wild.
Button theory – if you give a kid something with a button on it, they’ll push it before finding out what it does. Adults go the other way.
Kids aren’t good at the web, they’re good at pushing buttons.

embracing constraints, mobile vouchers
Martini media, creating content that can be accessed anytime, anyplace, anywhere.
Anytime, any place, anywhere
are you breaking up your content so that kids can access it Martini-style?

Can make the things perishable, so that students have to access it in a specific time frame

“How did you do it” converts it into a model.

Internet of things

Rambler shoes. Mash up of sneakers and Twitter

How does this affect assessment, particularly examinations?????

Educators are in the business of change. Use the word.
Do something different, the illiterate of the 21st century will not be those who cannot read and write, but those who cannot learn, unlearn, and re-learn.

How do we capture the Signal? RSS feed? Twitter lists?

How to integrate SM into things to do with kids? Write up your next thing, but don’t use words.

October 18, 2011 Posted by | Uncategorized | , | Leave a comment

Creativity

One of the things that concerns me about education these days is the place for creativity versus regurgitation. This artist, Austin Kleon, has some ideas that I think link not only to that idea, but also to Habits of Mind. In particular, I like what he has to say about your ‘digits being the original digital devices.’

April 3, 2011 Posted by | Habits of Mind, pedagogy | Leave a comment

E-portfolios

In preparation for the upcoming LOOP session on e-portfolios, here’s an interesting blog post about the E-Portfolio Forum in the States. Reading the comments, it seems that these are becoming widespread in tertiary education in the USA.

Two of the aspects which are of particular interest to teachers New Zealand:

  • the on-going incorporation of reflective practice for students
  • the difficulties of buy-in, which I would argue is influenced by the use and valuing of traditional assessment, rather than portfolios.
  • March 8, 2011 Posted by | e-portfolios, pedagogy | Leave a comment

    Learning spaces

    This looks inspiring!

    March 5, 2011 Posted by | learning spaces | Leave a comment