WelcomePurpose of tonight is to have a discussion about the 1-1 device initiative information that was sent home a fortnight ago as the next step in our consultation process. Since this information was sent home, a few people have shared some concerns with us about the details outlined in our booklet. We initially shared many of these concerns. Many of the concerns that have been shared with us so far framed our thinking as we research into exploring the many different options available to us and have presented to you what we believe is the best solution to achieve our vision. Every decision that we have made in putting together our initiative has been about the learner first and foremost – driven by our vision for teaching and learning practices that will prepare our children for the future.This is not a fait accompli. We are committed to implementing a 1-1 inititiative that will empower our learners with the skills they need for their future, but are here tonight to listen to your thoughts and opinions on the information we have put together. Explain post it scenario:Quick and easy fact based questions that we are happy to answer in this first part of the evening, If you have questions that will need to be explored in detail please note on the Post its available – during the supper break you can post these on the charts on the wallts on wall –These will be grouped into themes over supper, with everyone having the chance to read comments, and reflect on each others thinkingThese groupings will help us to prioritise common issues for us to explore during Q&A
Video – Did you know? The future of learning? The Nature of our world and our relationship to knowledge has fundamentally changed – Education must move with this change Key Skill set for future is the ability to create knowledge through collaboration, communication and creativity“We Aspire to Excellence”Give every learner chance to succeedQuestion not if, but how do we gear ourselves
Important to note that not all of these things will change instantly…We need to scaffold learners through the skills needed to manage themselves and their learning in productive ways.All of these factors have proven through research to lead to an increase in motivation and engagement of learnersBelieve that learning doesn’t just happen between 9 & 3 – not intention that children go home and do school work, but an acknowledgement that when children find something that they are passionate about they are able to follow these passions and learn regardless of where they are.Makes learning ‘rewindable’ if there’s something they don’t “get” at school they can go back and revisitLearning is not a secret – flipped classrooms allow children to know what is coming in advance.Tools not ToysTechnology on it’s own will not make a difference. But will empower us to transform our teaching practice so that we can make a difference for learners“Trim the fat” = reduce transactional time (instruction giving etc) so that teachers can make increasingly conscious decisions around best use of teacher time.This is not a case of simply substituting technology or books, rather it is a transformation of teaching practice to reflect all of the above.Eric & Krista will share how this is different in a 1-1 classroom to how we currently operate shortly… important to be aware that this transformation can’t happen overnight, it will take time to introduce each element in a controlled and measured way.
We are not the early adopters – lots of research and experience to draw upon in putting our initiative together. Research presented shows significant shifts, graphs show achievement improvements in two studies published recently.Engagement = cognitive / transactional (task)Manaiakalani is widely used because of the extent and scope of it’s research and because of the unique nature of the cluster in creating a true control group at the secondary levelExciting learning from Manaiakalani and other schools we have spoken to is the level of research beyond purely academic achievementParticularly in relation to engagement of learners. (levels of engagement – task – cognitive etc)We will be closely monitoring the implementation of our initiative, both in terms of the academic achievement of our learners, and in relation to the implementation itself. This will be an integral part of the school’s self review processes. In the early stages, the BOT will be getting an informal report backs on a monthly basis, with a more formal report 6 months in implementation and student achievement. This will help us to adapt and improve our initiative in response to the specific needs of our school and our learners.
Sitting alongside this has been a lot of research, etcSpent time with experts and those who have been there before us. Talking with schools who have tried various things. We have not picked up any one ‘model’ or ‘programme’ and run with it. We have taken the best of a range of ideas and options to put them together to determine what we believe will be best for learners at Maungaraki. We are very aware that we are far from the early adopters in this field!
Google apps give students choices. I think of the way teaching has been for a very long time. I talk, you listen. I teach, you learn. But learning has changed. We live in a world where everybody has the knowledge, if you don’t know it, you can find out. I think of the student that comes up when we are finishing maths and says, but I want to figure out why something is the way it is. Or my writing is almost done. And they are right, why do we have to move on. Why can’t they finish? Well I’m sorry but we are finished maths and I have to move on to Writing. But if they have access to other students and the work that other students are doing, then why can’t they finish some other time. Wouldn’t it be great if that same student came to me and said I really want to find out why the graph shows a negative correlation when the numbers are positive. Can I keep going and do my writing tonight? So and so said that he would help me later on because he is going to be working on it tonight.
Chromebooks have all the functionality of a laptop, camera, microphone, USB and data card slots.There is no software to update or pay for. All the updates are done automatically when the machine is connected to the internet.When using the machine offline, all the changes you make are updated as soon as you connect.The machine is quick to start up, doesn’t attract viruses, doesn’t have software to update, and has a good battery life.
Google Apps is cloud based and can be accessed anywhere there is an internet connection. By having learning online, it means that student, teachers and parents can access the learning of themselves and others.GAFE is set up so all traffic goes through our domain, we can see the work students do, the posts students leave, and the mail that students send. We can manage which apps students use.
Hapara is an easy to use tool that gives teachers the ability to see activity through our domain. Any traffic that goes through the domain, related to GAFE, can be monitored. This includes documents they are working on, files they share, blog posts they make, and mail that they receive. We can also tell when students are or are not working on assignments. The app is easy to use and easy to manage. The Hapara Teacher Dashboard makes collaboration and sharing easy for teachers and helps students by giving teachers the ability to leave messages directly on their work.
1 1 device evening for blog
1-1 Device InitiativeParent Evening
Background Information – our Vision, the process to date
What will this look like in classrooms?
Tech Think Tank process
Supper & Chat time
The world is changing… what skills
will our learners need?
• Slate Books Digital Devices
• Learning Revolution – Pressure for
change comes from shifts in the
way we now access Knowledge:
GLOBAL ~ PERSONAL ~ MOBILE
EASILY SHARED ~ SOCIAL ~ OFTEN FREE
CO-CREATED ~ INTERACTIVE
• Information superabundance
• Engagement in School vs
Engagement in Learning
• 9 – 3 learning a thing of the past
• Learners as active agents in learning
These shifts in models of learning
change learner relationships to their
teachers, to the rest of the world, and
to the very material they are learning
Our Vision for Teaching & Learning
Using 1-1 Tools
“Trim the Fat” from
school day – Less
‘instruction giving’ =
Potential for learners to
follow their passions
outside the traditional 9-
available at any time, in
any place, or on any
GAFE and teacher
Dashboard give us the
tools to truly personalise
Learners manage own
(under guidance of
Online learning journals
learning from and
Parents engaged in
specifics of individual
and authentic contexts
= Social action
The Process to Date
• Early 2012 - Self review of ICT at Maungaraki School (reported to BOT) left us with 3
① Build Infrastructure,
② Build Capacity of Teachers with Mobile Devices,
③ Investigate BYOD potential
• Whole school consultation - Strategic Planning Review – resulted in a new Strategic
Aim that we will develop learners who are “confident seekers and users of
• Late 2012 - Parent Survey of Year 5 – 8 families (at the time) regarding BYOD
• Server and wireless network upgraded + UFB brought into the school
• Staff professional development and research/visits with other schools
• Internal self review of internet safety practices – resulted in new Digital Citizenship
policies and procedures
• Whole community Consultation Survey ICT and Digital Citizenship (practices and
resources both at home and at school) - August
• Parent Information Evening, introduced our vision for the future of ICT – October
• Formation of Tech Think Tank to investigate solutions to increase accessibility to
digital devices in the senior school - October
• School management put forward the 1- 1 device proposal to the Board of Trustees.
Anywhere, Anytime Learning
• Imagine if our children have a chromebook for anytime,
• They have the option to take time out of 9 - 3 to continue
- Personalised learning
- Learning becomes more seamless
- Just in time learning can happen
– no waiting
The Power to Act
• Imagine if our children have the power to manage their own
learning, at their pace. They will be informed, enabled, and
empowered learners. They will learn, create and share!
- Our children will be in charge of their learning, and have the
tools to be self managing and driven
- They would have
better access to
and learning plans
Beyond the Four Walls
• Imagine if our children are connected to the world and people
around them through an “edgeless” education. They can learn
and share beyond the four walls of the classroom.
- They would have better access to teachers, experts, and
- Children have a more authentic audience vs 1 teacher/few
people reading their work
- Through the use of blogs and Google docs/pres they have the
ability to create, share, receive feedback and reflect.
- They have access to knowledge more easily – with this, they
also have the ability to contribute.
• A Chromebook is a laptop
• The operating system is internet based
• Can be used online or offline
• The laptop is robust and easy to use
What is G.A.F.E?
• Google Apps For Education (GAFE) is a suite of
apps designed to:
- Facilitate cloud based learning
- Increase connectedness for students, teachers
- Allow schools to encourage safe practices
How are Students Monitored?
• Teachers use an app called Hapara Teacher
Dashboard. This app:
- Allows teachers to see what students are
- Allows teachers to monitor mail
- Allows teachers to see which students aren’t
working on assignments
Where to From Here?
• Finalise a way forward following tonight’s discussion
• Communicate this with parents early in Term 2
• Ongoing parent consultation workshops in areas that have
been identified tonight as being of interest, eg:
• Digital Citizenship
• Device Security
• How Chromebooks work
• Supporting new teaching practices