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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
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


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
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

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)

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

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

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?

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)

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

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

Genius cafe – PD using Google Apps

Genius cafe
Professional development using Google Apps

Presented by Nelson cluster – 7 schools
Isaac Day

‘None of us is as smart of all of us’ Ken Robinson CROWDSOURCING

Have a chance to see every other school in cluster. This could work in Wellington.

Genius Bar is basis for this. Walk in IT support? From Apple.

Document started with title and national goals
Then TASK table, columns which tracked completion

Important basis for this was that the teachers led the cluster, even within the parameters of the normal school day. Also, based on student leadership.

The process looks like this:
-Contribute to shared doc
-Develop plan

Get a space and divide it into sections
Creativity centre (sandbox and Geniuses and FOOD and COFFEE)
Innovation centre (trade centre)
Play centre (have a go playing with technology)
Learning centre (run by students, specifically targeted learning, 3 minute sessions)

Asked vendors to come along
Brainstorm ideas for each section, each centre
Allowed an hour and a half per session in the sandbox.
The idea is to give teachers a chance to try out and play

Geniuses were told to deliver info short and sharp and not to do it for the teachers.

Nelson handed out laptops, no need to bring own, had power cords available, etc.

Genius cafe will probably be running on the 15th of April 2011

Asked students the question: what do you know that teachers need to know?

Then they picked the best three. Put them on a big card next to the genius. Ask me about…
Gave students GENIUS t-shirts
Students would offer their services to teachers.
Intention was for teachers to be able to choose from the posters.

Geniuses were selected from all the schools through applications.
Chose students based on social skills.
Students found it a little difficult to fill out a CV.
Next time, would choose a team of four from each school so they can go back to the school and give back there too.
Had two training days.
Told TWO things
-Our hands off, their hands on
-3 minutes maximum
-Send them away, preferably to the sandbox to play with the idea

What about kids teaching kids? Slightly different focus than this project. Practice day was with other kids.

Had a morning and afternoon sessions. Reached 82 teachers.
Released teachers with cluster funding.

Ewan McIntosh ‘Don’t tell people what they need to do; pitch to them.’
And choose carefully, you could pitch to the students instead.

Have a keynote speaker via a video. Make an area where people could watch it.

February 24, 2011 Posted by | Learning@schools, pedagogy, Professional development, technology | 1 Comment