Walking the Talk © Jacqui Sharp 2009

Adapted from Wesley A. Fryer 2005
Technology has sure changed the way we learn…
Comment by the school Caretaker, April 2009

Dr Larry Cuban
Cuban, L. (2001)
Oversold and
Underused Computers
in the Classroom.
Harvard University Press.
ISBN: 0674011090

Cuban, L. (2001)
Teacher Levels of ICT Integration

Entry Desks are in rows
Junior Tables are scattered around in the
centre of the classroom leaving a large mat
area
Very few or no small tables around the
walls of the room (if there is, it is for storage)
Nothing is hanging down
Very little on the walls and if it is…it is not
presented well
Teacher stands at the front of the class,
teacher desk is at front of the class
Computer is usually covered and is at the
back of the room
Computer is an add-on in the classroom

Desks are in rows pointed to the front of the room.
Adoption
Junior Tables are scattered around in the centre of
the classroom leaving a large mat area clear.
Some small tables, cupboards, cubby holes are
placed around the walls of the room (if there is, it is
for storage).
Some artwork is hanging down.
Some of the children’s work is on the walls and
very little of it is has been created with a computer,
if it has it is ‘Published Writing’.
Teacher stands at the front of the class and does
some moving around the desks, teacher desk at
front, maybe to the side of the room.
Computer is uncovered and is used periodically for
Wordprocessing or Commercial Maths games.
Children prefer to work alone.
Students may be using the internet occasionally for very
broad Internet searches but otherwise the teacher is not
very comfortable with them being on the Internet.

Desks are in groups.
Adaptation
Junior Tables are scattered around in the centre of
the classroom leaving a mat area.
There may be some small tables, cupboards, cubby
holes around the walls of the room designating
specific areas of the classroom.
A lot of the children’s work is hanging in the classroom and
it is well presented.
A lot of the children’s work is on the walls. A significant
amount of it is WordProcessed.
The Teacher works with groups and moves around the
desks and tables, the teacher desk is at the side of the
room.
The ‘Computer Centre’ has been set up, children use it for
Wordprocessing and most days for Reading and Maths.
There is evidence of management systems in place.
Keyboarding and computer skills are being formally taught.
Internet is being used more for games and
http://www.west-windsor-
research.
plainsboro.k12.nj.us/Wicoff%20Classroom%201.jpg

Appropriation Desks maybe swapped for tables.
Very little mat area, enough for at least ¾ of the class to
sit in. Teacher will be using a projector and laptop (and
maybe a mimio or IWB) frequently for teaching.
Tables around the edge of the room are curriculum
specific with learning centre activities.
The room is full of children’s finished work that is
both computer presented and hand done.
The teacher works with groups and moves around the
tables. The students also freely move around the
classroom from task to task. The teacher’s desk is not
obvious in the room.
Children are rotating through the computer centre or are at
laptops around the room all through the day, following
management boards and timetables working on specific
tasks. They experiment with other digital equipment such
as cameras, iPods, the IWB etc.
Internet research skills are well developed. Students work
well collaboratively. HOT models are integrated
seamlessly

Classroom is divided up into curriculum areas with large
Invention tables holding resource material. Learning Centres are
being used freely.
There is barely any mat area, enough for a small group of
children. Projector/IWB/mimio is being used all day by
teacher and students.
The room is full of mixed media published work.
There maybe several computers scattered around the
classroom, other digital equipment such as iPods, tablets,
midi keyboards, game consoles and cameras are being
freely and confidently used.
Teacher and children move freely around the room,
teacher’s desk is not obvious in the room.
The teacher is an informal practitioner who involves students in the
planning of programmes and tasks. Students are highly independent
and self managing and are able to make choices themselves about
what they are going to do and how they are going to go about it.
Students learn the skills as they are needed. The teacher is
able to recognise when a skill needs to be taught.
Students are able to work collaboratively and co-
operatively with others. Internet skills are highly developed.

Wacom Drawing Tablet
Laptops
Flip Video
Mimio Pad
Interactive
Whiteboard
Mimio

iPhone Amplifier
($45)
iTouch Nanos ($249)
($389)
Composite AV
Cable ($75)
iKaraoke
($109.95)
iPod Splitter ($20)
iPod Classic Speaker Systems
($399) (from $99.00)
Microphone
($119.95)
http://ipodsiphonesineducation.wikispaces.com/

Browsers
Multimedia (Music, Movies
Picture Editing)
Wordprocessing
Graphic Organisers,
Drawing, Recording and
Reporting

Year 5/6 class 28 Students Decile 10 Mac School
WHAT THE CLASS HAD WHAT I ADDED
3 eMacs One iMac
 
1 teacher laptop, 3 Windows laptops
 
Access to a COW (8 1 Windows standalone
 
laptops)  1 Windows Netbook
LCD TV screen  mimio

 mimio pad
 Wii
 PSP
 iPods
 PDA

Day one


Respect the equipment (remember it cost a
lot of money)
Press lightly on the keyboard (thumping it
will eventually break the keys and then we
may have to do without our computer for a
few weeks while we wait for it to be fixed!)
No food or drink by any computer
equipment (If you have a problem see the
computer monitor first before you ask the
teacher)
Please don’t download games and load it on
to any of our equipment as it is illegal
Please don’t change the desktop setup
without the whole class approval
Please work co-operatively and
collaboratively at the computer centre
Please keep to the roles assigned to you for
your session
Please don’t take the mouse off the mouse
operator
Book specific digital equipment by writing
your name on the Whiteboard timetables
Record tasks that you have completed on
individual recording sheets
Keep computer centre clear of clutter and
unnecessary items
Be self managing and organised, know what
you need to do and how you are going to do
it!

http://www.nytimes.com/learning/general/onthisday/index.html
http://www.nzherald.co.nz/
http://www.metservice.co.nz/public/localWeather/auckland.html

Report back on Morning Task

Handwriting Cards

Spelling Activity

Keyboarding

Level 1 Level 2 Level 3 Level 4 Level 5 Level 6 Level 7 Level 8
name mice correct chocolate height beneath characteristic available
not milk country choir hero between chemistry abduction
now miss course coffee hoping bitter cigarette contradiction
than moon cousin comb house blaze especially introduction
that more cricket comfortable hung blood executive performance
the train cries committee modern blossom exercise sentence
then tree cruel community monotonous declaration exhausted cushion
there truck daughter complete nation delightful expenses aluminium
they tow decide computer national delivered extraordinary turquoise
this under describe concert naughty Department fascinating audience

Spelling Activities

http://delicious.com/Takahe1

http://www.slideshare.net/s
harpjacqui/keyboarding-
practice-1403910







Self tracking

examples
Full Unit is available http://www.jsharp.co.nz/thegardensresources/studenttracking.htm
http://www.jsharp.co.nz/thegardensresources/perimeter_and_volume_maths_unit.htm

Streamed Maths

classes
Students come in and

start Class Activity
If you get any wrong,

you have to do the
‘Workshop’
Otherwise work

through Student Self
Tracking Sheet

http://www.bbc.co.uk/skillswise/numbers/measuring
/perimeterareaandvolume/arearectangle/

20
10

20cm
10cm
20 x 10 = 200cm2

Each square is a cm2

Each square is a cm
6cm2 10cm2 13cm2
27cm2
13cm2
15cm2

14.5cm2 20.5cm2 9cm2
10.5cm2
34cm2 16cm2

http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks
2/maths/perimeter_and_area/index.html

7m
5m
5m
Bedroom 1 Bedroom 2
4.5 m 1.5 m
5m
Hall Bedroom 3
Lounge
3.5 m
Kitchen Bathroom 5m
9m Dining/Family
Room
7.5 m 4.5 m
4.5 m

7m
5m
5m
Bedroom 1 Bedroom 2
25m2 35m2
4.5 m 1.5 m
22.5m2
5m
Hall Bedroom 3
33.25m2 Lounge
3.5 m
20m2
37.5m2 22.5m2
40.5m2
Kitchen Bathroom 5m
9m Dining/Family
Room
7.5 m 4.5 m
4.5 m

How to write
excellent
Explanations
The Purpose is
to explain how
something
works or why
something
happens

Write in third person
Write in second person
• She
• Her
• You • He
• His
•Their
•Him
•Them
•They
•It

Write in the present
ate eat
• Past • Present
They ate crayfish last week at
the birthday party.
She is going to eat her lunch now.
Was is
• Past • Present
He was in the classroom yesterday.
He is not here now.

• Write a title • How does rain fall
• Write an introduction • How does rain fall from
the sky? Rain falls from
– Write a question or a
clouds that are made of
brief description
– Use second or third tiny droplets of water.
person
– Use present tense
– Use technical language

What
happens
What
in the
happens
end?
after?
What
happens
next? When the
How clouds get
The cool water
and why heavy the
droplets droplets are
it starts? gather
Water forced
together and
droplets are together and
form clouds.
formed when they get
moisture bigger and
Water comes
evaporates heavier and
from warm air
from the earth fall to the
that rises from
ground.
the ground.

Could include…
A summary
A comment about its use
A recommendation

Conjunctions join sentences

Action Verbs are time telling words
they tell you when things are going to happen

Have I
Written in the present tense?
Written in second and third person?
Written an introduction that asks a question or gives a brief description?
Said ‘How or why it starts’?
Said ‘what happens next and after’?
Said what happens in the end?
Written a conclusion with a summary, or a comment?
Have I used other words for ‘and’?
Have I used action verbs?
Have I used technical or scientific words?

http://jacquisharp.blogspot.com/2009/03/hero-factory-create-
superhero-avatar.html
http://www.cpbi
ntegrated.com/t
heherofactory/

http://www.slideshare.net/sharpjacqui/publishing-writing-ideas

http://hotpot.uvi
c.ca/index.htm#
downloads

Google

In the 1870s, two inventors
Elisha Gray and Alexander
Graham Bell both
keyword also key word (
independently designed
) n. A word that serves
devices that could transmit
as a key to a code or
speech electrically (the
cipher. A significant or
telephone). Both men rushed
descriptive word.
their respective designs to the
(www.answers.com )
patent office within hours of
Is a word that is
each other, Alexander Graham
associated with a site or
Bell patented his telephone
contents of a site.
first. Elisha Gray and Alexander
Keywords are used to
Graham Bell entered into a
categorize and search
famous legal battle over the
for specific web sites.
invention of the telephone,
(http://www.mantis.biz/
which Bell won.
glossary/#k )

Keywords and Hits
• Telephone
• Telephone invent
• Telephone invent
Alexander graham bell
• Telephone invent
Alexander graham bell
telegraph

• Do you believe what
you see and what you
hear?
• http://www.youtube.co
m/watch?v=NBfi8OEz0r
A&eurl
• http://www.youtube.co
m/watch?v=hibyAJOSW
8U&eurl
Ideas adapted from
http://langwitches.org/blog/2009/03/11/dont-
believe-everything-you-see-online/

All about Explorers
• Go to
http://allaboutexplor
ers.com/webquest/
• And click on the
name of an Explorer
• Complete the tasks
• What did you find out
• Put a comment on
your wiki page
Ideas adapted from
http://langwitches.org/blog/2009/03/11/dont-
believe-everything-you-see-online/

Use Ctrl – F
(- F for Mac)
Type in one of
the keywords,
press Enter on
Keyboard
First instance of
the word will be
highlighted

Search Engines
Try these Search Engines with your keywords
http://www.sortfix.com/index.aspx

http://www.you
tube.com/watc
h?v=jtzdxseO-
gs&eurl=http%
3A%2F%2Fshar
pjacqui.blogspo
t.com%2F&feat
ure=player_em
bedded

http://takaheone.wikispaces.com/

http://www.readinghorizonsathome.com/lemonsforliteracy/

Jonassen, Peck and Wilson (1999) state that teachers

must learn how to use the technology themselves.
They must gain skills and fluency with the technology
In many instances, teachers will be learning with the

students…They [students] can and will learn with
technologies, with or without the help of the teacher.
Rather, teachers should try not to be the expert all of

the time. It is imperative that teachers are part of the
learning process as well and are able to display to
students that they can be learners as well.

Cuban, L. (2001) Oversold and Underused Computers in the

Classroom. Harvard University Press.
 Dynamic Classroom, Transparent Technology (Wesley A. Fryer)
http://www.wtvi.com/teks/dynamic/
 Jonassen, D., Peck, K., & Wilson, B, W. (1999). Learning with
technology. A constructivist perspective. Upper Saddle river, NJ:
Merill.
Sharp, J. (2006). Graphic Organisers. Ideas and activities with CD.

ICT teaching and Learning http://sharpjacqui.blogspot.com/

Web 2.0 and Education http://jacquisharp.blogspot.com/

Class Delicious page http://delicious.com/Takahe1

Comic Life http://http://plasq.com/comiclife

Hot Potatoes download

http://www.halfbakedsoftware.com/hot_pot_download.php