The answer is not merely the introduction ofnew technologies — that would be missing the                   point.....
The answer is not merely the introduction of new technologies — that would be missing the                    point.....Rat...
Leading the change in the digital age
Sandhurst 1:1Enhancing Teaching & Learning through ICT                VITTA 2012
Putting it in Context: 21stC Education                    http://tinyurl.com/8gxv7e5
VELS & ICT
VELS & ICT
VELS & ICTInterdisciplinary Learning
VELS & ICTInterdisciplinary LearningICT for Visualising Thinking
VELS & ICTInterdisciplinary LearningICT for Visualising ThinkingICT for Creating
VELS & ICTInterdisciplinary LearningICT for Visualising ThinkingICT for CreatingICT for Communicating
VELS & ICT     A sample of VELS assessment standards
VELS & ICT     A sample of VELS assessment standards Level 2
VELS & ICT     A sample of VELS assessment standards Level 2Compose simple electronic messages
VELS & ICT     A sample of VELS assessment standards Level 2Compose simple electronic messagesUse ICT to locate and retrie...
VELS & ICT     A sample of VELS assessment standards Level 2Compose simple electronic messagesUse ICT to locate and retrie...
VELS & ICT     A sample of VELS assessment standards Level 2Compose simple electronic messagesUse ICT to locate and retrie...
VELS & ICT     A sample of VELS assessment standards Level 2Compose simple electronic messagesUse ICT to locate and retrie...
VELS & ICT     A sample of VELS assessment standards
VELS & ICT     A sample of VELS assessment standards Level 4
VELS & ICT     A sample of VELS assessment standards Level 4Upload their work to a protected public online space
VELS & ICT     A sample of VELS assessment standards Level 4Upload their work to a protected public online spaceCreate and...
VELS & ICT     A sample of VELS assessment standards Level 4Upload their work to a protected public online spaceCreate and...
VELS & ICT     A sample of VELS assessment standards Level 4Upload their work to a protected public online spaceCreate and...
1:1 -what it isn’t
What we have always done with extra computers                ‘bolted on’ to our existing pedagogy.   1:1 -what it isn’t
What we have always done with extra computers                ‘bolted on’ to our existing pedagogy.                All the ...
What we have always done with extra computers                ‘bolted on’ to our existing pedagogy.                All the ...
What we have always done with extra computers                ‘bolted on’ to our existing pedagogy.                All the ...
What we have always done with extra computers                ‘bolted on’ to our existing pedagogy.                All the ...
What we have always done with extra computers                ‘bolted on’ to our existing pedagogy.                All the ...
What we have always done with extra computers                ‘bolted on’ to our existing pedagogy.                All the ...
Comparing the classrooms
Comparing the classrooms
Comparing the classrooms                       Normal   1:1
Comparing the classrooms                           Normal                  1:1     ICT equipment:   3-4 computers per room...
Comparing the classrooms                              Normal                  1:1      ICT equipment:     3-4 computers pe...
Comparing the classrooms                                   Normal                          1:1      ICT equipment:        ...
Comparing the classrooms                                   Normal                          1:1      ICT equipment:        ...
Comparing the classrooms                                    Normal                                 1:1      ICT equipment:...
Comparing the classrooms                                    Normal                                 1:1      ICT equipment:...
Comparing the classrooms                                      Normal                                 1:1        ICT equipm...
Comparing the classrooms                                      Normal                                  1:1        ICT equip...
Comparing the classrooms                                      Normal                                  1:1        ICT equip...
Comparing the classrooms                                      Normal                                  1:1        ICT equip...
Pedagogical Change                     More info at:ACOT2 & 21stcenturyskills.org
Pedagogical Change                     More info at:ACOT2 & 21stcenturyskills.org
Pedagogical Change   Tradtional        21st Century Classroom incorporating Read/write web   Classroom                    ...
Pedagogical Change   Tradtional        21st Century Classroom incorporating Read/write web   Classroom                   S...
Pedagogical Change    Tradtional          21st Century Classroom incorporating Read/write web    Classroom                ...
Pedagogical Change    Tradtional          21st Century Classroom incorporating Read/write web    Classroom                ...
Pedagogical Change    Tradtional          21st Century Classroom incorporating Read/write web    Classroom                ...
Pedagogical Change    Tradtional           21st Century Classroom incorporating Read/write web    Classroom               ...
Pedagogical Change    Tradtional             21st Century Classroom incorporating Read/write web    Classroom             ...
Pedagogical Change    Tradtional             21st Century Classroom incorporating Read/write web    Classroom             ...
Pedagogical Change    Tradtional             21st Century Classroom incorporating Read/write web    Classroom             ...
Pedagogical Change    Tradtional             21st Century Classroom incorporating Read/write web    Classroom             ...
Pedagogical Change    Tradtional             21st Century Classroom incorporating Read/write web    Classroom             ...
Exploring Pedagogy                     The SAMR Model
Exploring PedagogyThe SAMR Model
Exploring Pedagogy                     - Developed by Dr. Ruben PuenteduraThe SAMR Model
Exploring Pedagogy                     - Developed by Dr. Ruben PuenteduraThe SAMR Model       - A model designed to help ...
Exploring Pedagogy
Exploring Pedagogy   The model aims to enable teachers to design, develop, and        integrate digital learning experienc...
SAMR Model
TRANSFORMATIONSAMR Model                              ENHANCEMENT
SAMR Model                                                                      TRANSFORMATION  ENHANCEMENT               ...
SAMR Model                                                                         TRANSFORMATION  ENHANCEMENT            ...
SAMR Model                                                                         TRANSFORMATION                         ...
SAMR Model                                                                         TRANSFORMATION                         ...
Exploring Pedagogy                 Redefinition   ICT allows for the creation of new tasks, previously                     ...
Exploring Pedagogy                 Redefinition   ICT allows for the creation of new tasks, previously                     ...
Exploring Pedagogy                 Redefinition   ICT allows for the creation of new tasks, previously                     ...
Exploring Pedagogy                 Redefinition   ICT allows for the creation of new tasks, previously                     ...
Exploring Pedagogy                 Redefinition   ICT allows for the creation of new tasks, previously                     ...
Exploring Pedagogy                 Redefinition                                                Redefinition   ICT allows for...
Exploring Pedagogy           Redefinition                                Redefinition ICT allows for the creation of new tas...
Exploring Pedagogy           Redefinition                                Redefinition ICT allows for the creation of new tas...
Exploring Pedagogy           Redefinition                                Redefinition ICT allows for the creation of new tas...
Exploring Pedagogy           Redefinition                                Redefinition ICT allows for the creation of new tas...
Exploring Pedagogy           Redefinition                                Redefinition ICT allows for the creation of new tas...
Exploring Pedagogy           Redefinition                                Redefinition                                       ...
Transforming Learning  Students                compliance         creative                attendance         participative...
Transforming Learning  Teacher            isolated            connected            broadcast           dialogue           ...
Transforming Learning  Learning Environment             seat time         anywhere, anytime learning             static bo...
Teachers the key                                                     1:1 Laptop ProgramsResearch: Boston College School of...
Teachers the key                                                     1:1 Laptop ProgramsResearch: Boston College School of...
Teachers the key                                                     1:1 Laptop ProgramsResearch: Boston College School of...
Teachers the key                                                     1:1 Laptop ProgramsResearch: Boston College School of...
Teachers the key                                                     1:1 Laptop ProgramsResearch: Boston College School of...
Teachers the key                                                     1:1 Laptop ProgramsResearch: Boston College School of...
6 Important Lessons                                           1:1 Laptop Programs                      Full article availa...
6 Important Lessons                                                     1:1 Laptop Programs Lesson      ‘Treat technology ...
6 Important Lessons                                                     1:1 Laptop Programs Lesson      ‘Treat technology ...
6 Important Lessons                                                       1:1 Laptop Programs Lesson      ‘Treat technolog...
6 Important Lessons                                                       1:1 Laptop Programs Lesson      ‘Treat technolog...
6 Important Lessons                                                       1:1 Laptop Programs Lesson      ‘Treat technolog...
6 Important Lessons                                                       1:1 Laptop Programs Lesson      ‘Treat technolog...
Professional Learning for Teachers
Professional Learning for Teachers - In school PD
Professional Learning for Teachers - In school PD - 1:1 Network
Professional Learning for Teachers - In school PD - 1:1 Network - Teacher technology conferences
Professional Learning for Teachers - In school PD - 1:1 Network - Teacher technology conferences - School visits
Professional Learning for Teachers - In school PD - 1:1 Network - Teacher technology conferences - School visits - ALE kit
Professional Learning for Teachers - In school PD - 1:1 Network - Teacher technology conferences - School visits - ALE kit...
Professional Learning for Students
Professional Learning for Students - In school PD
Professional Learning for Students - In school PD - Student technology conferences
Professional Learning for Students - In school PD - Student technology conferences - School visits for students to   showc...
Professional Learning for Students - In school PD - Student technology conferences - School visits for students to   showc...
Professional Learning for Students - In school PD - Student technology conferences - School visits for students to   showc...
“And tomorrow, and tomorrow and tomorrow, it just getsbetter and better. Wouldnt you love to be at school againbut this ti...
Contact Details            email: tsexton@ceosand.catholic.edu.augmcmahon@ceosand.catholic.edu.au                blog:sand...
VITTA12 Sandhurst 1:1 The Teaching & Learning
VITTA12 Sandhurst 1:1 The Teaching & Learning
VITTA12 Sandhurst 1:1 The Teaching & Learning
VITTA12 Sandhurst 1:1 The Teaching & Learning
VITTA12 Sandhurst 1:1 The Teaching & Learning
VITTA12 Sandhurst 1:1 The Teaching & Learning
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VITTA12 Sandhurst 1:1 The Teaching & Learning

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Presentation from VITTA 2012 conference.

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  • This is the world that our students live in. Schools need to change to remain relevant, we need to give students access to technology so tht they can learn in the context of their own lives.\n
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  • Lesson 1 \nSo you would be selecting your resources based on what you decided you were teaching the students and work backwards, instead of buying a bunch of math software and having no clue what you are going to do with it.”\nLesson 2Muir and his colleagues who work on technology initiatives in schools jokingly refer to their main obstacle as APP or “adult paradigm paralysis.” In order for technology to enhance education, Muir says, schools need to change the way they think about education. And that can be a difficult process.\nThe new tools had the capability to diversify teaching methods, but only if teachers were willing to explore them.\nLesson 3If you do a pilot to see if you want to do it, nobody will take it seriously because there’s no guarantee that the program will continue,” Muir says. “Well, if people don’t take it seriously and put their time and energy into it, it’s no wonder that the program isn’t going to continue.\n\nLesson 4\nlook at the projects they are already working on and think about how they could enhance them using digital resources.\nLesson 5\nThis isn’t unique to laptops, but if you’re going to ask teachers to do something new, train them, support them, and give them professional development in an ongoing fashion. Have them share information with each other\nLesson 6In the schools where you had principals who were themselves using technology [and] delivering class development information or communicating with teachers digitally, [computer use] became part of [the teachers'] classrooms faster,\n
  • Lesson 1 \nSo you would be selecting your resources based on what you decided you were teaching the students and work backwards, instead of buying a bunch of math software and having no clue what you are going to do with it.”\nLesson 2Muir and his colleagues who work on technology initiatives in schools jokingly refer to their main obstacle as APP or “adult paradigm paralysis.” In order for technology to enhance education, Muir says, schools need to change the way they think about education. And that can be a difficult process.\nThe new tools had the capability to diversify teaching methods, but only if teachers were willing to explore them.\nLesson 3If you do a pilot to see if you want to do it, nobody will take it seriously because there’s no guarantee that the program will continue,” Muir says. “Well, if people don’t take it seriously and put their time and energy into it, it’s no wonder that the program isn’t going to continue.\n\nLesson 4\nlook at the projects they are already working on and think about how they could enhance them using digital resources.\nLesson 5\nThis isn’t unique to laptops, but if you’re going to ask teachers to do something new, train them, support them, and give them professional development in an ongoing fashion. Have them share information with each other\nLesson 6In the schools where you had principals who were themselves using technology [and] delivering class development information or communicating with teachers digitally, [computer use] became part of [the teachers'] classrooms faster,\n
  • Lesson 1 \nSo you would be selecting your resources based on what you decided you were teaching the students and work backwards, instead of buying a bunch of math software and having no clue what you are going to do with it.”\nLesson 2Muir and his colleagues who work on technology initiatives in schools jokingly refer to their main obstacle as APP or “adult paradigm paralysis.” In order for technology to enhance education, Muir says, schools need to change the way they think about education. And that can be a difficult process.\nThe new tools had the capability to diversify teaching methods, but only if teachers were willing to explore them.\nLesson 3If you do a pilot to see if you want to do it, nobody will take it seriously because there’s no guarantee that the program will continue,” Muir says. “Well, if people don’t take it seriously and put their time and energy into it, it’s no wonder that the program isn’t going to continue.\n\nLesson 4\nlook at the projects they are already working on and think about how they could enhance them using digital resources.\nLesson 5\nThis isn’t unique to laptops, but if you’re going to ask teachers to do something new, train them, support them, and give them professional development in an ongoing fashion. Have them share information with each other\nLesson 6In the schools where you had principals who were themselves using technology [and] delivering class development information or communicating with teachers digitally, [computer use] became part of [the teachers'] classrooms faster,\n
  • Lesson 1 \nSo you would be selecting your resources based on what you decided you were teaching the students and work backwards, instead of buying a bunch of math software and having no clue what you are going to do with it.”\nLesson 2Muir and his colleagues who work on technology initiatives in schools jokingly refer to their main obstacle as APP or “adult paradigm paralysis.” In order for technology to enhance education, Muir says, schools need to change the way they think about education. And that can be a difficult process.\nThe new tools had the capability to diversify teaching methods, but only if teachers were willing to explore them.\nLesson 3If you do a pilot to see if you want to do it, nobody will take it seriously because there’s no guarantee that the program will continue,” Muir says. “Well, if people don’t take it seriously and put their time and energy into it, it’s no wonder that the program isn’t going to continue.\n\nLesson 4\nlook at the projects they are already working on and think about how they could enhance them using digital resources.\nLesson 5\nThis isn’t unique to laptops, but if you’re going to ask teachers to do something new, train them, support them, and give them professional development in an ongoing fashion. Have them share information with each other\nLesson 6In the schools where you had principals who were themselves using technology [and] delivering class development information or communicating with teachers digitally, [computer use] became part of [the teachers'] classrooms faster,\n
  • Lesson 1 \nSo you would be selecting your resources based on what you decided you were teaching the students and work backwards, instead of buying a bunch of math software and having no clue what you are going to do with it.”\nLesson 2Muir and his colleagues who work on technology initiatives in schools jokingly refer to their main obstacle as APP or “adult paradigm paralysis.” In order for technology to enhance education, Muir says, schools need to change the way they think about education. And that can be a difficult process.\nThe new tools had the capability to diversify teaching methods, but only if teachers were willing to explore them.\nLesson 3If you do a pilot to see if you want to do it, nobody will take it seriously because there’s no guarantee that the program will continue,” Muir says. “Well, if people don’t take it seriously and put their time and energy into it, it’s no wonder that the program isn’t going to continue.\n\nLesson 4\nlook at the projects they are already working on and think about how they could enhance them using digital resources.\nLesson 5\nThis isn’t unique to laptops, but if you’re going to ask teachers to do something new, train them, support them, and give them professional development in an ongoing fashion. Have them share information with each other\nLesson 6In the schools where you had principals who were themselves using technology [and] delivering class development information or communicating with teachers digitally, [computer use] became part of [the teachers'] classrooms faster,\n
  • Lesson 1 \nSo you would be selecting your resources based on what you decided you were teaching the students and work backwards, instead of buying a bunch of math software and having no clue what you are going to do with it.”\nLesson 2Muir and his colleagues who work on technology initiatives in schools jokingly refer to their main obstacle as APP or “adult paradigm paralysis.” In order for technology to enhance education, Muir says, schools need to change the way they think about education. And that can be a difficult process.\nThe new tools had the capability to diversify teaching methods, but only if teachers were willing to explore them.\nLesson 3If you do a pilot to see if you want to do it, nobody will take it seriously because there’s no guarantee that the program will continue,” Muir says. “Well, if people don’t take it seriously and put their time and energy into it, it’s no wonder that the program isn’t going to continue.\n\nLesson 4\nlook at the projects they are already working on and think about how they could enhance them using digital resources.\nLesson 5\nThis isn’t unique to laptops, but if you’re going to ask teachers to do something new, train them, support them, and give them professional development in an ongoing fashion. Have them share information with each other\nLesson 6In the schools where you had principals who were themselves using technology [and] delivering class development information or communicating with teachers digitally, [computer use] became part of [the teachers'] classrooms faster,\n
  • Lesson 1 \nSo you would be selecting your resources based on what you decided you were teaching the students and work backwards, instead of buying a bunch of math software and having no clue what you are going to do with it.”\nLesson 2Muir and his colleagues who work on technology initiatives in schools jokingly refer to their main obstacle as APP or “adult paradigm paralysis.” In order for technology to enhance education, Muir says, schools need to change the way they think about education. And that can be a difficult process.\nThe new tools had the capability to diversify teaching methods, but only if teachers were willing to explore them.\nLesson 3If you do a pilot to see if you want to do it, nobody will take it seriously because there’s no guarantee that the program will continue,” Muir says. “Well, if people don’t take it seriously and put their time and energy into it, it’s no wonder that the program isn’t going to continue.\n\nLesson 4\nlook at the projects they are already working on and think about how they could enhance them using digital resources.\nLesson 5\nThis isn’t unique to laptops, but if you’re going to ask teachers to do something new, train them, support them, and give them professional development in an ongoing fashion. Have them share information with each other\nLesson 6In the schools where you had principals who were themselves using technology [and] delivering class development information or communicating with teachers digitally, [computer use] became part of [the teachers'] classrooms faster,\n
  • Lesson 1 \nSo you would be selecting your resources based on what you decided you were teaching the students and work backwards, instead of buying a bunch of math software and having no clue what you are going to do with it.”\nLesson 2Muir and his colleagues who work on technology initiatives in schools jokingly refer to their main obstacle as APP or “adult paradigm paralysis.” In order for technology to enhance education, Muir says, schools need to change the way they think about education. And that can be a difficult process.\nThe new tools had the capability to diversify teaching methods, but only if teachers were willing to explore them.\nLesson 3If you do a pilot to see if you want to do it, nobody will take it seriously because there’s no guarantee that the program will continue,” Muir says. “Well, if people don’t take it seriously and put their time and energy into it, it’s no wonder that the program isn’t going to continue.\n\nLesson 4\nlook at the projects they are already working on and think about how they could enhance them using digital resources.\nLesson 5\nThis isn’t unique to laptops, but if you’re going to ask teachers to do something new, train them, support them, and give them professional development in an ongoing fashion. Have them share information with each other\nLesson 6In the schools where you had principals who were themselves using technology [and] delivering class development information or communicating with teachers digitally, [computer use] became part of [the teachers'] classrooms faster,\n
  • Lesson 1 \nSo you would be selecting your resources based on what you decided you were teaching the students and work backwards, instead of buying a bunch of math software and having no clue what you are going to do with it.”\nLesson 2Muir and his colleagues who work on technology initiatives in schools jokingly refer to their main obstacle as APP or “adult paradigm paralysis.” In order for technology to enhance education, Muir says, schools need to change the way they think about education. And that can be a difficult process.\nThe new tools had the capability to diversify teaching methods, but only if teachers were willing to explore them.\nLesson 3If you do a pilot to see if you want to do it, nobody will take it seriously because there’s no guarantee that the program will continue,” Muir says. “Well, if people don’t take it seriously and put their time and energy into it, it’s no wonder that the program isn’t going to continue.\n\nLesson 4\nlook at the projects they are already working on and think about how they could enhance them using digital resources.\nLesson 5\nThis isn’t unique to laptops, but if you’re going to ask teachers to do something new, train them, support them, and give them professional development in an ongoing fashion. Have them share information with each other\nLesson 6In the schools where you had principals who were themselves using technology [and] delivering class development information or communicating with teachers digitally, [computer use] became part of [the teachers'] classrooms faster,\n
  • Lesson 1 \nSo you would be selecting your resources based on what you decided you were teaching the students and work backwards, instead of buying a bunch of math software and having no clue what you are going to do with it.”\nLesson 2Muir and his colleagues who work on technology initiatives in schools jokingly refer to their main obstacle as APP or “adult paradigm paralysis.” In order for technology to enhance education, Muir says, schools need to change the way they think about education. And that can be a difficult process.\nThe new tools had the capability to diversify teaching methods, but only if teachers were willing to explore them.\nLesson 3If you do a pilot to see if you want to do it, nobody will take it seriously because there’s no guarantee that the program will continue,” Muir says. “Well, if people don’t take it seriously and put their time and energy into it, it’s no wonder that the program isn’t going to continue.\n\nLesson 4\nlook at the projects they are already working on and think about how they could enhance them using digital resources.\nLesson 5\nThis isn’t unique to laptops, but if you’re going to ask teachers to do something new, train them, support them, and give them professional development in an ongoing fashion. Have them share information with each other\nLesson 6In the schools where you had principals who were themselves using technology [and] delivering class development information or communicating with teachers digitally, [computer use] became part of [the teachers'] classrooms faster,\n
  • Lesson 1 \nSo you would be selecting your resources based on what you decided you were teaching the students and work backwards, instead of buying a bunch of math software and having no clue what you are going to do with it.”\nLesson 2Muir and his colleagues who work on technology initiatives in schools jokingly refer to their main obstacle as APP or “adult paradigm paralysis.” In order for technology to enhance education, Muir says, schools need to change the way they think about education. And that can be a difficult process.\nThe new tools had the capability to diversify teaching methods, but only if teachers were willing to explore them.\nLesson 3If you do a pilot to see if you want to do it, nobody will take it seriously because there’s no guarantee that the program will continue,” Muir says. “Well, if people don’t take it seriously and put their time and energy into it, it’s no wonder that the program isn’t going to continue.\n\nLesson 4\nlook at the projects they are already working on and think about how they could enhance them using digital resources.\nLesson 5\nThis isn’t unique to laptops, but if you’re going to ask teachers to do something new, train them, support them, and give them professional development in an ongoing fashion. Have them share information with each other\nLesson 6In the schools where you had principals who were themselves using technology [and] delivering class development information or communicating with teachers digitally, [computer use] became part of [the teachers'] classrooms faster,\n
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  • VITTA12 Sandhurst 1:1 The Teaching & Learning

    1. 1. The answer is not merely the introduction ofnew technologies — that would be missing the point.....
    2. 2. The answer is not merely the introduction of new technologies — that would be missing the point.....Rather, it is transforming our understanding of whateducation actually means for the modern world and how technology can be used to support it. Mary Ulicsak - Futurelab
    3. 3. Leading the change in the digital age
    4. 4. Sandhurst 1:1Enhancing Teaching & Learning through ICT VITTA 2012
    5. 5. Putting it in Context: 21stC Education http://tinyurl.com/8gxv7e5
    6. 6. VELS & ICT
    7. 7. VELS & ICT
    8. 8. VELS & ICTInterdisciplinary Learning
    9. 9. VELS & ICTInterdisciplinary LearningICT for Visualising Thinking
    10. 10. VELS & ICTInterdisciplinary LearningICT for Visualising ThinkingICT for Creating
    11. 11. VELS & ICTInterdisciplinary LearningICT for Visualising ThinkingICT for CreatingICT for Communicating
    12. 12. VELS & ICT A sample of VELS assessment standards
    13. 13. VELS & ICT A sample of VELS assessment standards Level 2
    14. 14. VELS & ICT A sample of VELS assessment standards Level 2Compose simple electronic messages
    15. 15. VELS & ICT A sample of VELS assessment standards Level 2Compose simple electronic messagesUse ICT to locate and retrieve relevant information from avariety of sources
    16. 16. VELS & ICT A sample of VELS assessment standards Level 2Compose simple electronic messagesUse ICT to locate and retrieve relevant information from avariety of sources Level 3
    17. 17. VELS & ICT A sample of VELS assessment standards Level 2Compose simple electronic messagesUse ICT to locate and retrieve relevant information from avariety of sources Level 3Develop and apply simple criteria to evaluate the value of thelocated information
    18. 18. VELS & ICT A sample of VELS assessment standards Level 2Compose simple electronic messagesUse ICT to locate and retrieve relevant information from avariety of sources Level 3Develop and apply simple criteria to evaluate the value of thelocated informationStudents retrieve their saved visualising thinking strategiesand edit them for use in new, but similar situations
    19. 19. VELS & ICT A sample of VELS assessment standards
    20. 20. VELS & ICT A sample of VELS assessment standards Level 4
    21. 21. VELS & ICT A sample of VELS assessment standards Level 4Upload their work to a protected public online space
    22. 22. VELS & ICT A sample of VELS assessment standards Level 4Upload their work to a protected public online spaceCreate and maintain an up-to-date, logically structured bankof digital evidence of their learning Level 5
    23. 23. VELS & ICT A sample of VELS assessment standards Level 4Upload their work to a protected public online spaceCreate and maintain an up-to-date, logically structured bankof digital evidence of their learning Level 5Share their ideas through their own blog or website
    24. 24. VELS & ICT A sample of VELS assessment standards Level 4Upload their work to a protected public online spaceCreate and maintain an up-to-date, logically structured bankof digital evidence of their learning Level 5Share their ideas through their own blog or websiteStudents use sound, still and moving images, to record thedecisions made and actions taken when developing newunderstanding and problem solving.
    25. 25. 1:1 -what it isn’t
    26. 26. What we have always done with extra computers ‘bolted on’ to our existing pedagogy. 1:1 -what it isn’t
    27. 27. What we have always done with extra computers ‘bolted on’ to our existing pedagogy. All the students emailing together. 1:1 -what it isn’t
    28. 28. What we have always done with extra computers ‘bolted on’ to our existing pedagogy. All the students emailing together. Lots of stories typed up when students finish writing 1:1 - them.what it isn’t
    29. 29. What we have always done with extra computers ‘bolted on’ to our existing pedagogy. All the students emailing together. Lots of stories typed up when students finish writing 1:1 - them.what it isn’t Students just researching all their work on the internet.
    30. 30. What we have always done with extra computers ‘bolted on’ to our existing pedagogy. All the students emailing together. Lots of stories typed up when students finish writing 1:1 - them.what it isn’t Students just researching all their work on the internet. Extra ‘things’ for wet days/before school/fast finishers.
    31. 31. What we have always done with extra computers ‘bolted on’ to our existing pedagogy. All the students emailing together. Lots of stories typed up when students finish writing 1:1 - them.what it isn’t Students just researching all their work on the internet. Extra ‘things’ for wet days/before school/fast finishers. ICT used in isolation or stand alone.
    32. 32. What we have always done with extra computers ‘bolted on’ to our existing pedagogy. All the students emailing together. Lots of stories typed up when students finish writing 1:1 - them.what it isn’t Students just researching all their work on the internet. Extra ‘things’ for wet days/before school/fast finishers. ICT used in isolation or stand alone. Just for playing games
    33. 33. Comparing the classrooms
    34. 34. Comparing the classrooms
    35. 35. Comparing the classrooms Normal 1:1
    36. 36. Comparing the classrooms Normal 1:1 ICT equipment: 3-4 computers per room 25+ per room
    37. 37. Comparing the classrooms Normal 1:1 ICT equipment: 3-4 computers per room 25+ per room Access per student: Limited Unlimited
    38. 38. Comparing the classrooms Normal 1:1 ICT equipment: 3-4 computers per room 25+ per room Access per student: Limited Unlimited Role of server: Store all work, run some software Almost redundant
    39. 39. Comparing the classrooms Normal 1:1 ICT equipment: 3-4 computers per room 25+ per room Access per student: Limited Unlimited Role of server: Store all work, run some software Almost redundant Printer use: Over used Rarely Used
    40. 40. Comparing the classrooms Normal 1:1 ICT equipment: 3-4 computers per room 25+ per room Access per student: Limited Unlimited Role of server: Store all work, run some software Almost redundant Printer use: Over used Rarely Used Publishing, research, some Creativity, collaboration, Focus of ICT use: communication communication, reflection, sharing
    41. 41. Comparing the classrooms Normal 1:1 ICT equipment: 3-4 computers per room 25+ per room Access per student: Limited Unlimited Role of server: Store all work, run some software Almost redundant Printer use: Over used Rarely Used Publishing, research, some Creativity, collaboration, Focus of ICT use: communication communication, reflection, sharing Internet access: Fixed Mobile
    42. 42. Comparing the classrooms Normal 1:1 ICT equipment: 3-4 computers per room 25+ per room Access per student: Limited Unlimited Role of server: Store all work, run some software Almost redundant Printer use: Over used Rarely Used Publishing, research, some Creativity, collaboration, Focus of ICT use: communication communication, reflection, sharing Internet access: Fixed MobileTeaching/Learning tasks: Printed and handed out Emailed or downloaded
    43. 43. Comparing the classrooms Normal 1:1 ICT equipment: 3-4 computers per room 25+ per room Access per student: Limited Unlimited Role of server: Store all work, run some software Almost redundant Printer use: Over used Rarely Used Publishing, research, some Creativity, collaboration, Focus of ICT use: communication communication, reflection, sharing Internet access: Fixed MobileTeaching/Learning tasks: Printed and handed out Emailed or downloaded Shared with class and saved to the Shared with home, school Finished work: server community, global community
    44. 44. Comparing the classrooms Normal 1:1 ICT equipment: 3-4 computers per room 25+ per room Access per student: Limited Unlimited Role of server: Store all work, run some software Almost redundant Printer use: Over used Rarely Used Publishing, research, some Creativity, collaboration, Focus of ICT use: communication communication, reflection, sharing Internet access: Fixed MobileTeaching/Learning tasks: Printed and handed out Emailed or downloaded Shared with class and saved to the Shared with home, school Finished work: server community, global community Audio/Visual extras: 1 digital device per room or shared 1 digital device per student
    45. 45. Comparing the classrooms Normal 1:1 ICT equipment: 3-4 computers per room 25+ per room Access per student: Limited Unlimited Role of server: Store all work, run some software Almost redundant Printer use: Over used Rarely Used Publishing, research, some Creativity, collaboration, Focus of ICT use: communication communication, reflection, sharing Internet access: Fixed MobileTeaching/Learning tasks: Printed and handed out Emailed or downloaded Shared with class and saved to the Shared with home, school Finished work: server community, global community Audio/Visual extras: 1 digital device per room or shared 1 digital device per student Admin control: Technician or teacher controlled Student controlled
    46. 46. Pedagogical Change More info at:ACOT2 & 21stcenturyskills.org
    47. 47. Pedagogical Change More info at:ACOT2 & 21stcenturyskills.org
    48. 48. Pedagogical Change Tradtional 21st Century Classroom incorporating Read/write web Classroom More info at:ACOT2 & 21stcenturyskills.org
    49. 49. Pedagogical Change Tradtional 21st Century Classroom incorporating Read/write web Classroom Staggering breadth and depth of rich and dynamic content. Text book Open-source type classrooms in which everyone contributes to the curriculum More info at:ACOT2 & 21stcenturyskills.org
    50. 50. Pedagogical Change Tradtional 21st Century Classroom incorporating Read/write web Classroom Staggering breadth and depth of rich and dynamic content. Text book Open-source type classrooms in which everyone contributes to School teachers the curriculum Knowledge of sources to find and access content - teachers as ‘have’ knowledge co learners More info at:ACOT2 & 21stcenturyskills.org
    51. 51. Pedagogical Change Tradtional 21st Century Classroom incorporating Read/write web Classroom Staggering breadth and depth of rich and dynamic content. Text book Open-source type classrooms in which everyone contributes to School teachers the curriculum Knowledge of sources to find and access content - teachers as ‘have’ knowledge co learners Do your own work Produce work in collaborative ways for larger audiences More info at:ACOT2 & 21stcenturyskills.org
    52. 52. Pedagogical Change Tradtional 21st Century Classroom incorporating Read/write web Classroom Staggering breadth and depth of rich and dynamic content. Text book Open-source type classrooms in which everyone contributes to School teachers the curriculum Knowledge of sources to find and access content - teachers as ‘have’ knowledge co learners Do your own work Produce work in collaborative ways for larger audiences Lecture Conversation More info at:ACOT2 & 21stcenturyskills.org
    53. 53. Pedagogical Change Tradtional 21st Century Classroom incorporating Read/write web Classroom Staggering breadth and depth of rich and dynamic content. Text book Open-source type classrooms in which everyone contributes to School teachers the curriculum Knowledge of sources to find and access content - teachers as ‘have’ knowledge co learners Do your own work Produce work in collaborative ways for larger audiences Lecture Conversation Textbook & closed Create own texts from different content providers such as info sources blogs, wikis, websites, discussion groups, and so on More info at:ACOT2 & 21stcenturyskills.org
    54. 54. Pedagogical Change Tradtional 21st Century Classroom incorporating Read/write web Classroom Staggering breadth and depth of rich and dynamic content. Text book Open-source type classrooms in which everyone contributes to School teachers the curriculum Knowledge of sources to find and access content - teachers as ‘have’ knowledge co learners Do your own work Produce work in collaborative ways for larger audiences Lecture Conversation Textbook & closed Create own texts from different content providers such as info sources blogs, wikis, websites, discussion groups, and so onReading as ‘passive’ Active engagement in reading for truth and accuracy and trusted More info at:ACOT2 & 21stcenturyskills.org
    55. 55. Pedagogical Change Tradtional 21st Century Classroom incorporating Read/write web Classroom Staggering breadth and depth of rich and dynamic content. Text book Open-source type classrooms in which everyone contributes to School teachers the curriculum Knowledge of sources to find and access content - teachers as ‘have’ knowledge co learners Do your own work Produce work in collaborative ways for larger audiences Lecture Conversation Textbook & closed Create own texts from different content providers such as info sources blogs, wikis, websites, discussion groups, and so onReading as ‘passive’ Active engagement in reading for truth and accuracy and trustedPaper based content Dynamic user accessed and created content More info at:ACOT2 & 21stcenturyskills.org
    56. 56. Pedagogical Change Tradtional 21st Century Classroom incorporating Read/write web Classroom Staggering breadth and depth of rich and dynamic content. Text book Open-source type classrooms in which everyone contributes to School teachers the curriculum Knowledge of sources to find and access content - teachers as ‘have’ knowledge co learners Do your own work Produce work in collaborative ways for larger audiences Lecture Conversation Textbook & closed Create own texts from different content providers such as info sources blogs, wikis, websites, discussion groups, and so onReading as ‘passive’ Active engagement in reading for truth and accuracy and trustedPaper based content Dynamic user accessed and created contentText based writing Write and create in many different genres More info at:ACOT2 & 21stcenturyskills.org
    57. 57. Pedagogical Change Tradtional 21st Century Classroom incorporating Read/write web Classroom Staggering breadth and depth of rich and dynamic content. Text book Open-source type classrooms in which everyone contributes to School teachers the curriculum Knowledge of sources to find and access content - teachers as ‘have’ knowledge co learners Do your own work Produce work in collaborative ways for larger audiences Lecture Conversation Textbook & closed Create own texts from different content providers such as info sources blogs, wikis, websites, discussion groups, and so onReading as ‘passive’ Active engagement in reading for truth and accuracy and trustedPaper based content Dynamic user accessed and created contentText based writing Write and create in many different genresMastery of content Electronic online portfoliosmeasured via test More info at:ACOT2 & 21stcenturyskills.org
    58. 58. Pedagogical Change Tradtional 21st Century Classroom incorporating Read/write web Classroom Staggering breadth and depth of rich and dynamic content. Text book Open-source type classrooms in which everyone contributes to School teachers the curriculum Knowledge of sources to find and access content - teachers as ‘have’ knowledge co learners Do your own work Produce work in collaborative ways for larger audiences Lecture Conversation Textbook & closed Create own texts from different content providers such as info sources blogs, wikis, websites, discussion groups, and so onReading as ‘passive’ Active engagement in reading for truth and accuracy and trustedPaper based content Dynamic user accessed and created contentText based writing Write and create in many different genresMastery of content Electronic online portfoliosmeasured via test Handing in Contribute ideas and work to larger body of knowledge assignments More info at:ACOT2 & 21stcenturyskills.org
    59. 59. Exploring Pedagogy The SAMR Model
    60. 60. Exploring PedagogyThe SAMR Model
    61. 61. Exploring Pedagogy - Developed by Dr. Ruben PuenteduraThe SAMR Model
    62. 62. Exploring Pedagogy - Developed by Dr. Ruben PuenteduraThe SAMR Model - A model designed to help educators integrate technology into teaching and learning
    63. 63. Exploring Pedagogy
    64. 64. Exploring Pedagogy The model aims to enable teachers to design, develop, and integrate digital learning experiences that utilize technology to transform learning experiences to lead to high levels of  achievement for students.
    65. 65. SAMR Model
    66. 66. TRANSFORMATIONSAMR Model ENHANCEMENT
    67. 67. SAMR Model TRANSFORMATION ENHANCEMENT Substitution ICT acts as a direct tool substitution with no real functional change.
    68. 68. SAMR Model TRANSFORMATION ENHANCEMENT Augmentation ICT acts as a direct tool substitution with functional improvement. Substitution ICT acts as a direct tool substitution with no real functional change.
    69. 69. SAMR Model TRANSFORMATION Modification ICT allows for significant task/learning redesign ENHANCEMENT Augmentation ICT acts as a direct tool substitution with functional improvement. Substitution ICT acts as a direct tool substitution with no real functional change.
    70. 70. SAMR Model TRANSFORMATION Redefinition ICT allows for the creation of new tasks, previously inconceivable Modification ICT allows for significant task/learning redesign ENHANCEMENT Augmentation ICT acts as a direct tool substitution with functional improvement. Substitution ICT acts as a direct tool substitution with no real functional change.
    71. 71. Exploring Pedagogy Redefinition ICT allows for the creation of new tasks, previously inconceivable Modification ICT allows for significant task/learning redesign Augmentation ICT acts as a direct tool substitution with functional improvement. Substitution ICT acts as a direct tool substitution with no real functional change.
    72. 72. Exploring Pedagogy Redefinition ICT allows for the creation of new tasks, previously inconceivable Modification ICT allows for significant task/learning redesign Augmentation ICT acts as a direct tool substitution with functional improvement. Substitution ICT acts as a direct tool substitution with no real functional change.
    73. 73. Exploring Pedagogy Redefinition ICT allows for the creation of new tasks, previously inconceivable Modification ICT allows for significant task/learning redesign Augmentation ICT acts as a direct tool substitution with functional improvement. Substitution Substitution ICT acts as a direct tool substitution with no real functional change. Word processor used as a typewriter
    74. 74. Exploring Pedagogy Redefinition ICT allows for the creation of new tasks, previously inconceivable Modification ICT allows for significant task/learning redesign Augmentation Augmentation ICT acts as a direct tool substitution with functional improvement. Basic functions such as copy/paste and spell checking used Substitution Substitution ICT acts as a direct tool substitution with no real functional change. Word processor used as a typewriter
    75. 75. Exploring Pedagogy Redefinition ICT allows for the creation of new tasks, previously inconceivable Modification Modification Integrated with email, spreadsheets and other software ICT allows for significant task/learning redesign packages Augmentation Augmentation ICT acts as a direct tool substitution with functional improvement. Basic functions such as copy/paste and spell checking used Substitution Substitution ICT acts as a direct tool substitution with no real functional change. Word processor used as a typewriter
    76. 76. Exploring Pedagogy Redefinition Redefinition ICT allows for the creation of new tasks, previously Integrated with online tools and content management inconceivable systems. Modification Modification Integrated with email, spreadsheets and other software ICT allows for significant task/learning redesign packages Augmentation Augmentation ICT acts as a direct tool substitution with functional improvement. Basic functions such as copy/paste and spell checking used Substitution Substitution ICT acts as a direct tool substitution with no real functional change. Word processor used as a typewriter
    77. 77. Exploring Pedagogy Redefinition Redefinition ICT allows for the creation of new tasks, Integrated with online tools and content previously inconceivable management systems. Modification Modification ICT allows for significant task/learning Integrated with email, spreadsheets and redesign other software packages Augmentation Augmentation ICT acts as a direct tool substitution Basic functions such as copy/paste and with functional improvement. spell checking used Substitution Substitution ICT acts as a direct tool substitution with no real functional change. Word processor used as a typewriter
    78. 78. Exploring Pedagogy Redefinition Redefinition ICT allows for the creation of new tasks, Integrated with online tools and content previously inconceivable management systems. Modification Modification ICT allows for significant task/learning Integrated with email, spreadsheets and redesign other software packages Augmentation Augmentation ICT acts as a direct tool substitution Basic functions such as copy/paste and with functional improvement. spell checking used Substitution Substitution ICT acts as a direct tool substitution with no real functional change. Word processor used as a typewriter
    79. 79. Exploring Pedagogy Redefinition Redefinition ICT allows for the creation of new tasks, Integrated with online tools and content previously inconceivable management systems. Modification Modification ICT allows for significant task/learning Integrated with email, spreadsheets and redesign other software packages Augmentation Augmentation ICT acts as a direct tool substitution Basic functions such as copy/paste and with functional improvement. spell checking used Substitution Substitution Substitution ICT acts as a direct tool substitution with no real functional change. Word processor used as a typewriter Type up science experiment, print and hand in
    80. 80. Exploring Pedagogy Redefinition Redefinition ICT allows for the creation of new tasks, Integrated with online tools and content previously inconceivable management systems. Modification Modification ICT allows for significant task/learning Integrated with email, spreadsheets and redesign other software packages Augmentation Augmentation Augmentation ICT acts as a direct tool substitution Basic functions such as copy/paste and with functional improvement. Type up experiment, add an image, email to teacher spell checking used Substitution Substitution Substitution ICT acts as a direct tool substitution with no real functional change. Word processor used as a typewriter Type up science experiment, print and hand in
    81. 81. Exploring Pedagogy Redefinition Redefinition ICT allows for the creation of new tasks, Integrated with online tools and content previously inconceivable management systems. Modification Modification Modification Integrated with email, spreadsheets and Using a collaborative document, share findings from ICT allows for significant task/learning other software packages experiment with others, refer to web for supporting info, redesign include images/graphs/links Augmentation Augmentation Augmentation ICT acts as a direct tool substitution Basic functions such as copy/paste and with functional improvement. Type up experiment, add an image, email to teacher spell checking used Substitution Substitution Substitution ICT acts as a direct tool substitution with no real functional change. Word processor used as a typewriter Type up science experiment, print and hand in
    82. 82. Exploring Pedagogy Redefinition Redefinition Redefinition Integrated with online tools and content Add science report to blog or wiki for feedback, use feedback ICT allows for the creation of new tasks, management systems. to add to results, collaborate with experts in the field. previously inconceivable Compare results with others globally Modification Modification Modification Integrated with email, spreadsheets and Using a collaborative document, share findings from ICT allows for significant task/learning other software packages experiment with others, refer to web for supporting info, redesign include images/graphs/links Augmentation Augmentation Augmentation ICT acts as a direct tool substitution Basic functions such as copy/paste and with functional improvement. Type up experiment, add an image, email to teacher spell checking used Substitution Substitution Substitution ICT acts as a direct tool substitution with no real functional change. Word processor used as a typewriter Type up science experiment, print and hand in
    83. 83. Transforming Learning Students compliance creative attendance participative corrective self motivated one size fits all personalised
    84. 84. Transforming Learning Teacher isolated connected broadcast dialogue limited knowledge ubiquitous information expert guide
    85. 85. Transforming Learning Learning Environment seat time anywhere, anytime learning static books dynamic blended learning subject based challenge based teacher centric learner centric
    86. 86. Teachers the key 1:1 Laptop ProgramsResearch: Boston College School of Education Full article available at: http://tinyurl.com/4uazywy
    87. 87. Teachers the key 1:1 Laptop ProgramsResearch: Boston College School of Education Full article available at: http://tinyurl.com/4uazywy
    88. 88. Teachers the key 1:1 Laptop ProgramsResearch: Boston College School of Education Full article available at: http://tinyurl.com/4uazywy
    89. 89. Teachers the key 1:1 Laptop ProgramsResearch: Boston College School of Education Full article available at: http://tinyurl.com/4uazywy
    90. 90. Teachers the key 1:1 Laptop ProgramsResearch: Boston College School of Education Full article available at: http://tinyurl.com/4uazywy
    91. 91. Teachers the key 1:1 Laptop ProgramsResearch: Boston College School of Education Full article available at: http://tinyurl.com/4uazywy
    92. 92. 6 Important Lessons 1:1 Laptop Programs Full article available at: http://tinyurl.com/2c5o4hf
    93. 93. 6 Important Lessons 1:1 Laptop Programs Lesson ‘Treat technology as a tool, not a curriculum area’ Full article available at: http://tinyurl.com/2c5o4hf
    94. 94. 6 Important Lessons 1:1 Laptop Programs Lesson ‘Treat technology as a tool, not a curriculum area’ Lesson ‘Think differently about teaching’ Full article available at: http://tinyurl.com/2c5o4hf
    95. 95. 6 Important Lessons 1:1 Laptop Programs Lesson ‘Treat technology as a tool, not a curriculum area’ Lesson ‘Think differently about teaching’ Lesson ‘Decide to do it, not to pilot it’ Full article available at: http://tinyurl.com/2c5o4hf
    96. 96. 6 Important Lessons 1:1 Laptop Programs Lesson ‘Treat technology as a tool, not a curriculum area’ Lesson ‘Think differently about teaching’ Lesson ‘Decide to do it, not to pilot it’ Lesson ‘Concentrate on current curriculum initiatives first’ Full article available at: http://tinyurl.com/2c5o4hf
    97. 97. 6 Important Lessons 1:1 Laptop Programs Lesson ‘Treat technology as a tool, not a curriculum area’ Lesson ‘Think differently about teaching’ Lesson ‘Decide to do it, not to pilot it’ Lesson ‘Concentrate on current curriculum initiatives first’ Lesson ‘Support teachers as much as possible’ Full article available at: http://tinyurl.com/2c5o4hf
    98. 98. 6 Important Lessons 1:1 Laptop Programs Lesson ‘Treat technology as a tool, not a curriculum area’ Lesson ‘Think differently about teaching’ Lesson ‘Decide to do it, not to pilot it’ Lesson ‘Concentrate on current curriculum initiatives first’ Lesson ‘Support teachers as much as possible’ Lesson ‘Make ICT part of teachers everyday language’ Full article available at: http://tinyurl.com/2c5o4hf
    99. 99. Professional Learning for Teachers
    100. 100. Professional Learning for Teachers - In school PD
    101. 101. Professional Learning for Teachers - In school PD - 1:1 Network
    102. 102. Professional Learning for Teachers - In school PD - 1:1 Network - Teacher technology conferences
    103. 103. Professional Learning for Teachers - In school PD - 1:1 Network - Teacher technology conferences - School visits
    104. 104. Professional Learning for Teachers - In school PD - 1:1 Network - Teacher technology conferences - School visits - ALE kit
    105. 105. Professional Learning for Teachers - In school PD - 1:1 Network - Teacher technology conferences - School visits - ALE kit - Development of online spaces
    106. 106. Professional Learning for Students
    107. 107. Professional Learning for Students - In school PD
    108. 108. Professional Learning for Students - In school PD - Student technology conferences
    109. 109. Professional Learning for Students - In school PD - Student technology conferences - School visits for students to showcase their work
    110. 110. Professional Learning for Students - In school PD - Student technology conferences - School visits for students to showcase their work - ALE kit
    111. 111. Professional Learning for Students - In school PD - Student technology conferences - School visits for students to showcase their work - ALE kit - Development of online spaces
    112. 112. “And tomorrow, and tomorrow and tomorrow, it just getsbetter and better. Wouldnt you love to be at school againbut this time with the world, quite literally, in yourpocket? “ Stephen Heppell
    113. 113. Contact Details email: tsexton@ceosand.catholic.edu.augmcmahon@ceosand.catholic.edu.au blog:sandhurst121network.wikispaces.com sandhurstictnetwork.global2.edu.au twitter: mackas_ict = Glenn tommundoon = Tom Delicious: delicious.com/mackas

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