The keynote by Suzie Vesper discusses the importance of being connected in an educational context, focusing on how the internet can enhance classrooms by bringing global perspectives and interactions into learning. It highlights case studies, student projects, and the potential for online tools to foster collaboration, inquiry, and engagement while addressing the need for cyber citizenship and ethical considerations in online interactions. The presentation also emphasizes the necessity of creating appropriate policies and frameworks for safe and effective online learning environments.

1. Connected and confident An educational perspective on being part of an online world Keynote by Suzie Vesper - CORE Education

2. This is the web version of a keynote speech. The writing in yellow has been added to help the viewer understand the content on the slides. Contact me if you would like a copy of some slides without the yellow guidance text.

3. Our connected world Our connected classrooms Considerations when connecting These are the three main areas that will be focused on during this keynote.

4. Our connected world

5. How Twitter can make history Clay Shirky’s TED talk This video by Clay Shirky gives an overview of how the internet has changed the way people can interact. Clay Shirky

6. Connected World Case Study - Iran Election Iran Election

7. We witnessed police spraying pepper gas into the eyes of peaceful female protesters Once again I thank everyone in the world. No matter if Ahmadi stays or not, I'm proud to have clasped such supportive hands. Tens of thousands of protestors are chanting "No fear, No fear, we are with each other". Twitter gave the people within an Iran a voice that couldn’t be controlled by the state. Iran Election

8. Three days later The internet also has the power to bring people together to take collective action for Iran Iran Election

9. School In a connected world, schools can’t afford to ignore the possibilities the internet now delivers. World

10. Schools need to make connections beyond the classroom walls and experience the power of bringing the world into the classroom. World School

11. Our connected classrooms

12. The series of slides that follow are all examples of ways schools are connecting based around the key competencies. There is a hyperlink to take you to the online example being demonstrated at the bottom of each of the slides.

13. Using language, symbols and texts Students recognise how choices of language, symbol, or text affect people’s understanding and the ways in which they respond to communications. They confidently use ICT (including, where appropriate, assistive technologies) to access and provide information and to communicate with others.

14. Pt England Rm 18 blog - Rm 18 are hiring Class advertise for maternity leave teacher

15. Teacher responds to advertisement and is hired Pt England Rm 18 blog - Rm 18 have hired

16. Room 7 Paparoa St Podcast Channel Interview with White Island Eruption Rescue Team Sharing role plays on topic of natural disasters through podcasts. Viewers have many options to continue sharing and being kept up-to-date. Room 7 Podcast Channel

17. What was the impact for those students in being connected? What do you see as the possibilities in your own classroom practice? Discussion Point

18. Managing Self Students who manage themselves are enterprising, resourceful, reliable, and resilient. They establish personal goals, make plans, manage projects, and set high standards. They have strategies for meeting challenges.

19. Community Rights Inquiry Wiki Buckland Beach Intermediate Bucklands Beach Intermediate Community Rights inquiry wiki The pupils analyse local issues and each group decides to take an area of study for their inquiry topics related to homelessness.

20. Action Plan We found out that the Auckland City Mission always has a need for good quality items. We have arranged for blanket bins to be put around the school with our DP and will go onto our school TV programme to explain. The next three slides are a summary of what one group had on their inquiry wiki.

21. Timeline Draft a letter to the Auckland City Council 3rd Sept 5th Sept Receive a reply from the council (included) 6th Sept Go onto the school Daily Broadcast to talk about the project and bins. 7th Sept Check bins. Ask if this can be announced again in assembly. Ask fabric teacher if we can borrow sewing machines to make blankets. Team member to ask businesses to donate material.

22. Ongoing Teacher Comments You have done a really good job at getting started on this. Your brainstorm identifies some important issues that obviously have to be addressed. You may like to look at this in a little more detail... 20.8.07 30.8.07 It was good working with your group today. You are all on task and you have a clear idea of what you are doing and how to develop your plan of action. You may want to use a flow chart for this... 7.09.07 Your letter asking for sponsorship of fabric was well written. I am very proud of you all. Keep up the good work.

23. Children’s Reflective Log I think our wiki is going well on the first day with all members contributing. 20th Aug 27th Aug I think that our wiki is going well, but we ha to change some of our questions. Everyone is contributing and adding to our wiki. 7th Sept We are really getting into our work. Our planning is all finished and we can finally get down to some action. 18th Sept Today’s action went extremely well! We learned heaps and the ACM were very pleased with our donations.

24. Reflecting on an inquiry process Bucklands Beach Intermediate Voicethread reflection This is a reflection on how the group worked and what tools helped them to be more efficient.

25. What was the impact for those students in being connected? What do you see as the possibilities in your own classroom practice? Discussion Point

26. Relating to Others Students who relate well to others are open to new learning and able to take different roles in different situations. They are aware of how their words and actions affect others. They know when it is appropriate to compete and when it is appropriate to co-operate.

27. Cyber citizenship Working with students to develop rules and guidelines for working online is an important part of being a connected classroom.

28. Blog Rules 1. Never post anything personal . No last names, phone numbers, addresses or birthdays. 2. Always use appropriate language ; after all, this is still a school activity! 3. Respect your classmates and their ideas. Just like in class, we never put people down. If you disagree, do so with respect and kindness. Cyber citizenship St Andrew’s Middle School DigiMax 09 blog

29. 4. Best spellings are required. This is not myspace! Spell out words as correctly as you can and try to use proper punctuation. Go back and 'Edit Entry' later if you realise there is a mistake, or someone else mentions it to you. 5. Practice, practice, practice . For the rest of your life you will be expected to use computers. If you are not used to it yet, that is okay! You are allowed to make mistakes and you are allowed to ask for help. Just keep practicing! 6. In classtime you may only write posts . Save the comment writing and the changing of screen settings for at home.

30. There are now new areas for interaction online such as purpose designed virtual worlds where students can interact with the world and each other to complete challenges while learning along the way.

31. Quest Atlantis Education in a virtual world Quest Atlantis website Quest Atlantis Immersive Learning Environment video on YouTube

32. As an active Quester you will become part of an international community of students. Talk to and share your ideas with Questers in Malaysia, Turkey, Australia, Canada, New Zealand, China, and different parts of the United States.

33. The following slide has the guidelines students are expected to follow within Quest Atlantis on how to behave and interact. It also shows the three different ways interaction can occur.

34. I nclude Everyone B e careful sharing U se good words R espect others S upport all T alk to someone new Chat Email Bulletin Boards

35. Senior students have been using the virtual world Quest Atlantis programme at Glamorgan School. Students were surveyed about the experience and these are their responses.

37. What was the impact for those students in being connected? What do you see as the possibilities in your own classroom practice? Discussion Point

38. Participating and Contributing Students who participate and contribute in communities have a sense of belonging and the confidence to participate, contribute appropriately as a group member, make connections with others, and create opportunities for others. Communities may be local, national, or global.

39. Participating through blogs Grade 1 Teacher in the US This video demonstrates the power of two schools connecting and interacting with each other - one in the US and one in New Zealand. Telling the New Story video on YouTube

40. Inclusive education with Skype Arisley School in the US This video shows the power of being able to bring children into the classroom that would otherwise not be able to participate. Learning is Messy blog - Celeste and Skype

41. What was the impact for those students in being connected? What do you see as the possibilities in your own classroom practice? Discussion Point

42. Thinking Students who are competent thinkers and problem-solvers actively seek, use, and create knowledge. They reflect on their own learning, draw on personal knowledge and intuitions, ask questions, and challenge the basis of assumptions and perceptions.

43. Islands around the world project Compare and Contrast Exercise Islands Around the World wiki Students took information provided by students at a collaborative partner school and examined the similarities and differences between them.

44. Many Voices on Darfor Collaborative Voicethread Project In this Voicethread project, students think deeply about the issues and build on each other’s ideas. Many Voices on Darfur VoiceThread project

45. Examples of student comments in the VoiceThread

48. What was the impact for those students in being connected? What do you see as the possibilities in your own classroom practice? Discussion Point

49. Considerations when connecting ?

50. Many people consider the ‘internet predator’ as the main threat but this isn’t borne out by research. Schools should still take precautions but should also focus on issues that are increasingly becoming more important such as cyberbullying and other ethical considerations.

52. The next slide is a summary of some of the thinking on Dorothy Burt’s blog around making sure any use of online tools is purposeful and keeps the learning needs of students at the forefront.

53. Why work online at all? Write an action plan with learning outcomes at the top for you and leaders Can visitors to your space tell from the home page what the purpose is? http://manaiakalani.blogspot.com / Dorothy Burt’s Blog

54. The next slide shows the normal process a school goes through when considering internet safety issues. While this goes some way to addressing issues, there are other ethical considerations that schools should discuss and create policies around before going ‘online’ and these are addressed in the rest of the slides in this section.

55. We need to ensure we have considered internet safety in our school Visit Netsafe and download sample policies and permission forms. Adapt for our school and get forms signed: First names only Photos with permission No other personal details published

56. Ethical Issues for when working online Based on a forum post by Russell Burt and republished online with permission at: http://learningweb2.wikispaces.com/Important+considerations

57. Issue One: Place of online tools within school learning framework

58. A teacher goes to an e-learning conference and learns about blogging in education

59. Board of Trustees We weren’t aware of that. We’ll shut it down while we look into it. School management She returns and starts a blog but a parent isn’t happy about this and complains to the who ask for information from

60. The blog is removed while the school looks at the issues. The teacher, who started off being very enthusiastic is now demotivated and upset at the outcome.

61. How could this outcome have been improved for all involved? Discussion Point

62. Issue One: Possible ways forward

63. “ Any online work should be part of an intentional, well designed school development that has included the consideration of ethical education for the 21st century and the ethical responsibilities of the various members of the learning community. Management should be informed and there should be well thought out accountability internally” Russell Burt

64. Senior staff Staff working with children online Awareness Management Communication Consultation

65. You also need to work with the school community and may need to start with a more ‘locked down’ model if that is what they are comfortable with. Through education and consultation you can move forward with the community alongside. Dorothy Burt’s has a blog post about the different types of school community which is linked to on the next slide.

66. The 'walled garden' community The 'go-fer-it' community The 'yes - but' community http://manaiakalani.blogspot.com / Dorothy Burt’s Blog

67. Issue Two: Age restrictions on online tools

68. A teacher goes to an e-learning conference and learns about setting up a Wetpaint wiki

69. Account Account Account Account Account Account She sets up an account for herself and has each student set up an account so she track who is editing the wiki.

70. 13 years + Then a parent points out the the students are too young to set up an account (according to the terms and conditions of Wetpaint) All student accounts have be be deleted and the teacher puts wikis into the ‘too hard’ basket

71. How could this outcome have been improved for all involved? Discussion Point

72. Issue Two: Possible ways forward

73. Teacher account The teacher is the account holder and logs students in to work on the wiki.

74. Teacher subscribes through RSS to all comments and additions to the site in order to monitor changes

75. Issue Three: Ownership and life span of online materials

76. A teacher sets up a blog everyone is happy and

77. The teacher leaves the school

78. Login details ? But the school does not have the login for the blog.

79. The content relating to that student is still online. The school has no access to remove it and the teacher is no longer blogging and doesn’t visit it.

80. H a H H a a The content is found by a fellow student at high school. Today I learned to work well with boys.

81. Check out what this loser from our high school posted online when she was at primary school!! And is distributed by social networks and cell phone Today I learned to work well with boys. Today I learned to work well with boys.

82. Or the student could want the content removed for other reasons as the author of what is posted online but there is no way for them to have it removed.

83. How could this outcome have been improved for all involved? Discussion Point

84. Issue Three: Possible ways forward

85. [email_address] Teacher account Dual account holder Require teachers to set up classroom accounts using their school emails and have passwords on file. Have a dual account holder from senior management.

86. Decide as a staff at which point content posted online about students will be taken down and make sure that this policy is followed.

87. Issue Four: Professional vs private Privacy vs public

88. The following slides are examples of issues that can arise when the line is crossed between personal and professional.

89. 13 NZ teachers deregistered in 2008 Teachers had little understanding of professional boundaries. Many of them began inappropriate relationships as a result of text messaging

90. Teacher under investigation Teacher updated Twitter with up to 30 messages a day discussing her pupils. May 2009

91. Teacher suspended for Facebook photo Teacher suspended after photos of her with weapons (legal) appeared on her profile page Feb 2009

92. Young teacher advised on Facebook Christchurch teacher had students asking to be his friend on Facebook. Advised that this stretches boundaries and could be dangerous July 2008

93. Four dio girls suspended Four students stood down for making derogatory comments on Facebook about a teacher and a student. School said it had a huge responsibility to educate girls on acceptable communication. June 2009

94. Where should the lines be drawn? Should teachers and students be entitled to put what they want on their personal online spaces? Discussion Point

95. Issue Four: Possible ways forward

96. Have discussions with staff and with students and create approriate policies

97. Issue Five: Keeping it real How do we help students understand the importance of identity and what personas are appropriate to use in online contexts? Issue Six: Anonymity Online When is it appropriate to be anonymous and when is it potentially harmful? Not explored in-depth in this keynote

98. Issues Risks 21stC Connected Confident The benefits outweigh the downsides if policies are in place.

99. So let’s not do continue to do things in old ways when we can be using new technologies to revolutionise teaching and learning. 15th Century Email YouTube Video