Confident and connected - updated 15 May 2011
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Confident and connected - updated 15 May 2011

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A keynote for a presentation at the Mana Education centre looking at three areas - our connected world, issues to consider when working online, and our connected classrooms.

A keynote for a presentation at the Mana Education centre looking at three areas - our connected world, issues to consider when working online, and our connected classrooms.

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http://sharetheaddiction.edublogs.org 1651
http://ultranet.csn.school.nz 970
http://makingconnections-linkingdigitally.wikispaces.com 734
http://www.slideshare.net 550
http://kingcountrycoast.wikispaces.com 330
http://www.csn.school.nz 214
http://isquared.wikispaces.com 196
http://allanahk.edublogs.org 132
http://theelearningjourney.wikispaces.com 52
http://centre4.core-ed.net 38
http://sharingtheaddiction.blogspot.com 27
http://ictpd-digital-citizenship-and-copyright.wikispaces.com 24
http://www.lmodules.com 21
http://sharingtheaddiction.blogspot.co.nz 19
https://kingcountrycoast.wikispaces.com 19
http://www.jogtheweb.com 16
http://surinkruthai.blogspot.com 15
http://eel.sandbox.core-ed.org 13
http://centralnorthisland.blogspot.com 13
http://translate.googleusercontent.com 12
http://facilitationstrategies.wikispaces.com 11
http://inspiringe-learning.wikispaces.com 10
http://ifpikerala.wordpress.com 9
http://rakahuricluster.wikispaces.com 5
http://courses.core-ed.org 4
http://sharingtheaddiction.blogspot.ch 4
http://saodecroly.blogspot.com 3
http://learningweb2.wikispaces.com 3
https://facilitationstrategies.wikispaces.com 3
http://saodecroly.blogspot.com.es 2
http://theoldreader.com 2
https://sharetheaddiction.edublogs.org 2
http://webcache.googleusercontent.com 1
http://sharingtheaddiction.blogspot.fi 1
http://sharingtheaddiction.blogspot.ru 1
http://sharingtheaddiction.blogspot.hk 1
http://facebook.slideshare.com 1
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http://ultranet.collegestreetnormal.school.nz 1
https://www.cic.net 1
http://naturgas.flywan.net 1
http://65.55.177.205 1
http://plateauschool.wikispaces.com 1
http://www.e-formacion.org 1
http://centre4.interact.ac.nz 1
http://ultranet 1
https://ictpd-digital-citizenship-and-copyright.wikispaces.com 1
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  • Full Name Full Name Comment goes here.
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  • You've explained the dilemmas and issues of using blogs and wikis etc really well - thanks Suzie.
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  • As a teacher coming from a confident ICT using school in New Zealand to now working in a German school I really enjoyed your p'point. I've left my old blog behind me and an understanding accepting community to face new challenges. I'm enthusiastic to see what happens!!!
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  • teknoloji geliştikçe insanlar da ona ayak uydurmak zorunda kalıyorlar.
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  • Why work online at all?\nWrite an action plan that begins with learning outcomes to clarify your thinking and to present to school decision makers.\nMake sure that visitors to your landing page can tell what the purpose of the space is.\n
  • Why work online at all?\nWrite an action plan that begins with learning outcomes to clarify your thinking and to present to school decision makers.\nMake sure that visitors to your landing page can tell what the purpose of the space is.\n
  • Why work online at all?\nWrite an action plan that begins with learning outcomes to clarify your thinking and to present to school decision makers.\nMake sure that visitors to your landing page can tell what the purpose of the space is.\n
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  • The 'walled garden' community are very cautious about the whole online thing with their children and are reluctant to have them on the internet, most concerned about their images and content being online, and even request directly that their children are not included in any online spaces - including the school website. My belief is that these parents have a right to have this attitude and if you have chosen to work in this community it is up to you to make it work! Parent education and involvement is an obvious starting place, but in the meantime you are obligated to respect their wishes and work within the 'walled garden'. Hopefully they would accept password protected web spaces, students represented by avatars and pseudonyms etc, but it is their call.\nThe 'go-fer-it' community at the opposite end of the spectrum do exist! As a community they 'get' Web 2 and enjoy it. They are proud of their children when they see them online and support them gaining a measure of online 'fame' through their online identities. (BTW, I am taking it for granted that, despite this open attitude, the school is working within 'Netsafe' boundaries with things like first names only, no phone numbers and addresses etc). I believe that the challenge for teachers with this level of trust and freedom is to constantly be evaluating ethics and behaving responsibly online and not just 'winging' it. Continuing to remember that with freedom comes responsibilities. And to continue to keep the community well informed of new directions the students/class/school are taking - as there always will be the next new thing.\nThe 'yes - but' community are anywhere on the continuum between the other two and they deserve ongoing education and information. They may well agree to one situation, eg happy to have the class blogging, but have uncertainties about another online environment. Every community has the right to be completely informed about what their children are doing and where their learning is taking place, but this group may respond particularly well to regular opportunities to come into school to see the students demonstrate their learning and hear from the teacher the thinking behind what is happening. And of course the more they are invited to be involved as a contributing audience the greater the buy in is likely to be.\nIn the early days of eLearning I held 'open class' once a term from 3pm till 9pm where the students could bring in their extended families and show them online, and using the data projector if they wished, what they had been learning. And of course the parents were welcome to talk to me as well, but the emphasis was on the students informally presenting. In my last year of doing this I had so many come in that we set up a mini theatre and one child brought in the neighbours as well as the whanau to look at his work.\nFinally, if I was changing jobs I would be asking questions about community attitudes to 21st century learning before I bought into the job - some things take a lot of energy to change!\n
  • The 'walled garden' community are very cautious about the whole online thing with their children and are reluctant to have them on the internet, most concerned about their images and content being online, and even request directly that their children are not included in any online spaces - including the school website. My belief is that these parents have a right to have this attitude and if you have chosen to work in this community it is up to you to make it work! Parent education and involvement is an obvious starting place, but in the meantime you are obligated to respect their wishes and work within the 'walled garden'. Hopefully they would accept password protected web spaces, students represented by avatars and pseudonyms etc, but it is their call.\nThe 'go-fer-it' community at the opposite end of the spectrum do exist! As a community they 'get' Web 2 and enjoy it. They are proud of their children when they see them online and support them gaining a measure of online 'fame' through their online identities. (BTW, I am taking it for granted that, despite this open attitude, the school is working within 'Netsafe' boundaries with things like first names only, no phone numbers and addresses etc). I believe that the challenge for teachers with this level of trust and freedom is to constantly be evaluating ethics and behaving responsibly online and not just 'winging' it. Continuing to remember that with freedom comes responsibilities. And to continue to keep the community well informed of new directions the students/class/school are taking - as there always will be the next new thing.\nThe 'yes - but' community are anywhere on the continuum between the other two and they deserve ongoing education and information. They may well agree to one situation, eg happy to have the class blogging, but have uncertainties about another online environment. Every community has the right to be completely informed about what their children are doing and where their learning is taking place, but this group may respond particularly well to regular opportunities to come into school to see the students demonstrate their learning and hear from the teacher the thinking behind what is happening. And of course the more they are invited to be involved as a contributing audience the greater the buy in is likely to be.\nIn the early days of eLearning I held 'open class' once a term from 3pm till 9pm where the students could bring in their extended families and show them online, and using the data projector if they wished, what they had been learning. And of course the parents were welcome to talk to me as well, but the emphasis was on the students informally presenting. In my last year of doing this I had so many come in that we set up a mini theatre and one child brought in the neighbours as well as the whanau to look at his work.\nFinally, if I was changing jobs I would be asking questions about community attitudes to 21st century learning before I bought into the job - some things take a lot of energy to change!\n
  • The 'walled garden' community are very cautious about the whole online thing with their children and are reluctant to have them on the internet, most concerned about their images and content being online, and even request directly that their children are not included in any online spaces - including the school website. My belief is that these parents have a right to have this attitude and if you have chosen to work in this community it is up to you to make it work! Parent education and involvement is an obvious starting place, but in the meantime you are obligated to respect their wishes and work within the 'walled garden'. Hopefully they would accept password protected web spaces, students represented by avatars and pseudonyms etc, but it is their call.\nThe 'go-fer-it' community at the opposite end of the spectrum do exist! As a community they 'get' Web 2 and enjoy it. They are proud of their children when they see them online and support them gaining a measure of online 'fame' through their online identities. (BTW, I am taking it for granted that, despite this open attitude, the school is working within 'Netsafe' boundaries with things like first names only, no phone numbers and addresses etc). I believe that the challenge for teachers with this level of trust and freedom is to constantly be evaluating ethics and behaving responsibly online and not just 'winging' it. Continuing to remember that with freedom comes responsibilities. And to continue to keep the community well informed of new directions the students/class/school are taking - as there always will be the next new thing.\nThe 'yes - but' community are anywhere on the continuum between the other two and they deserve ongoing education and information. They may well agree to one situation, eg happy to have the class blogging, but have uncertainties about another online environment. Every community has the right to be completely informed about what their children are doing and where their learning is taking place, but this group may respond particularly well to regular opportunities to come into school to see the students demonstrate their learning and hear from the teacher the thinking behind what is happening. And of course the more they are invited to be involved as a contributing audience the greater the buy in is likely to be.\nIn the early days of eLearning I held 'open class' once a term from 3pm till 9pm where the students could bring in their extended families and show them online, and using the data projector if they wished, what they had been learning. And of course the parents were welcome to talk to me as well, but the emphasis was on the students informally presenting. In my last year of doing this I had so many come in that we set up a mini theatre and one child brought in the neighbours as well as the whanau to look at his work.\nFinally, if I was changing jobs I would be asking questions about community attitudes to 21st century learning before I bought into the job - some things take a lot of energy to change!\n
  • The 'walled garden' community are very cautious about the whole online thing with their children and are reluctant to have them on the internet, most concerned about their images and content being online, and even request directly that their children are not included in any online spaces - including the school website. My belief is that these parents have a right to have this attitude and if you have chosen to work in this community it is up to you to make it work! Parent education and involvement is an obvious starting place, but in the meantime you are obligated to respect their wishes and work within the 'walled garden'. Hopefully they would accept password protected web spaces, students represented by avatars and pseudonyms etc, but it is their call.\nThe 'go-fer-it' community at the opposite end of the spectrum do exist! As a community they 'get' Web 2 and enjoy it. They are proud of their children when they see them online and support them gaining a measure of online 'fame' through their online identities. (BTW, I am taking it for granted that, despite this open attitude, the school is working within 'Netsafe' boundaries with things like first names only, no phone numbers and addresses etc). I believe that the challenge for teachers with this level of trust and freedom is to constantly be evaluating ethics and behaving responsibly online and not just 'winging' it. Continuing to remember that with freedom comes responsibilities. And to continue to keep the community well informed of new directions the students/class/school are taking - as there always will be the next new thing.\nThe 'yes - but' community are anywhere on the continuum between the other two and they deserve ongoing education and information. They may well agree to one situation, eg happy to have the class blogging, but have uncertainties about another online environment. Every community has the right to be completely informed about what their children are doing and where their learning is taking place, but this group may respond particularly well to regular opportunities to come into school to see the students demonstrate their learning and hear from the teacher the thinking behind what is happening. And of course the more they are invited to be involved as a contributing audience the greater the buy in is likely to be.\nIn the early days of eLearning I held 'open class' once a term from 3pm till 9pm where the students could bring in their extended families and show them online, and using the data projector if they wished, what they had been learning. And of course the parents were welcome to talk to me as well, but the emphasis was on the students informally presenting. In my last year of doing this I had so many come in that we set up a mini theatre and one child brought in the neighbours as well as the whanau to look at his work.\nFinally, if I was changing jobs I would be asking questions about community attitudes to 21st century learning before I bought into the job - some things take a lot of energy to change!\n
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  • •Are school managements sufficiently informed as to what their staff are doing in online spaces and is there well thought out accountability internally?\n•Is the online work part of an intentional, well designed school or cluster 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\n
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  • •No below 13's are the account holder.\n•The teacher must be the account holder and must use RSS to subscribe to any additions and comments on their own laptop as well as someone in the school or cluster management subscribing using RSS so that all updates are monitored exactly as we would treat the 20th Century traditional work of students.\n
  • •No below 13's are the account holder.\n•The teacher must be the account holder and must use RSS to subscribe to any additions and comments on their own laptop as well as someone in the school or cluster management subscribing using RSS so that all updates are monitored exactly as we would treat the 20th Century traditional work of students.\n
  • When a school signs up/registers to use Google Apps for Education, item 1 to note is that obviously Google expect students to use the apps. Item 2 to note is that its the school that signs up and thus takes responsibility for all content and use thereafter and must have its own internal protocols to manage this. I think this is the model we should follow for all online apps we are using for for learning in the direct school context.\n
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  • •Accounts for web 2 apps are used to support learning from the school.\n•Accounts should be registered using a school based email address. i.e the user will be X@ptengland.school.nz. This being the case, the work is owned by the school. There is a sense of dual ownership with the author, but policy clearly states that the use of a school email address brings responsibilities with it.\n•The Teacher is never the sole account administrator. A member of the management always has dual account admin along with the teacher. This safeguards the school if the teacher leaves or if some other issue arises.\n
  • •Accounts for web 2 apps are used to support learning from the school.\n•Accounts should be registered using a school based email address. i.e the user will be X@ptengland.school.nz. This being the case, the work is owned by the school. There is a sense of dual ownership with the author, but policy clearly states that the use of a school email address brings responsibilities with it.\n•The Teacher is never the sole account administrator. A member of the management always has dual account admin along with the teacher. This safeguards the school if the teacher leaves or if some other issue arises.\n
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  • If the pages are able to be easily monitored the kids have made them public rather than private. We have an ethical responsibility to teach our students about the mayhem this can cause for themselves or others. (You would hope parents would be shouldering this responsibility as well) The same is applicable to staff. If the school or cluster has a clearly stated kawa with respect to the damaging effect of certain kinds of social networking and it is made plain that public personae will be monitored from time to time for their impact on self and others and the reputation of family, community and the school, then we have every right to challenge these things appropriately when they occur.\n\nMy own personal approach is to go up to a student and say "I've seen your Bebo Page, I don't think your nanna would like it, I'll give you two days to fix it." Every one of those pages has been fixed over night with zero fuss and bother.\n\nI notice an increasing number of staff who are becoming active in social networking environments, not discriminating between their public and private persona. Some are expressing personal opinions or giving personal information in the context of a class or student blog. Once again, there needs to be in school and/or in cluster discussion around the issue of appropriate boundaries between professional and private life.\n
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Confident and connected - updated 15 May 2011 Confident and connected - updated 15 May 2011 Presentation Transcript

  • Connected and confidentAn educational perspective onbeing part of an online world A keynote by Suzie Vesper
  • Our connected world Considerations when working onlineOur connected classrooms
  • Our connected world
  • Clay ShirkyTed talk by Clay Shirky
  • Our connected world in context - The Christchurch earthquake ChCh earthquake
  • Our connected world in context - The Christchurch earthquake ChCh earthquake
  • http://www.flickr.com/groups/eqnz/ ChCh earthquakePeople connecting in Flickr to create a photo essay of Christchurch
  • http://www.flickr.com/groups/eqnz/ ChCh earthquakePeople connecting in Flickr to create a photo essay of Christchurch
  • Connecting people on Trade Me ChCh earthquakehttp://www.trademe.co.nz/christchurch-earthquake-support
  • ChCh earthquake He is in pristine condition (just a little bit of concrete dust). Suitable for garden feature, or as in our case a magnificent addition to your living area. Rocky will enhance your indoor/outdoor flow considerably, especially if you load him in through the garage roof like we did.’Raising money and morale in Trade Me
  • ChCh earthquakePeople connecting and mobilising through Facebook
  • ChCh earthquakePeople connecting and mobilising through Facebook
  • ChCh earthquakePeople connecting and mobilising through Facebook
  • ChCh earthquakePeople connecting and mobilising through Facebook
  • ChCh earthquakePeople connecting and mobilising through Facebook
  • ChCh earthquakeCreating groups within Twitter to share updates
  • ChCh earthquakeStaying informed through Twitter updates
  • ChCh earthquakeGetting informed through Twitter updates
  • When My Home Shook Collecting the stories of students ChCh in Christchurch schools earthquakehttp://whenmyhomeshook.co.nz/
  • ChCh earthquakeOrganisations using online tools to create databases
  • In this wired reality, where does this leave our classrooms and students?
  • Our students need tounderstand they are global citizens
  • Our students need tounderstand they are global citizens
  • Considerations when working online Adapted from a discussion forum post by Russell Burt
  • What do you feel are the most important issues toconsider when beginning to use online spaces in classrooms? What is your school doingright now in relation to this?
  • What do you feel are the most important issues toconsider when beginning to use online spaces in classrooms? What is your school doingright now in relation to this?
  • Considerations when working online Online spaces begin to appear in the school Thestandard schoolapproach
  • Considerations when working online Schools use Netsafe to help develop a cyber safety policy Thestandard schoolapproach Netsafe kit for schools
  • Considerations when working online Forms are sent out to parents asking for them to agree to: First names only The Photos with permissionstandard school No other personal detailsapproach published g{x XÇw4
  • but is this really the end???
  • Working online brings up othercomplex issues that need to be considered!
  • Start with the ‘Why?’Reference - http://manaiakalani.blogspot.com/
  • What do you hope to achieve? Action plan Always 1. Learning outcomesstart with thepurpose!
  • What do you hope to achieve? If your Build it and they will come? purpose is to interact with an audience, have youconsidered how you will get them toengage with Image - Crowd@Memorial Stadium by IAN RANSLEY DESIGN + ILLUSTRATION on Flickr you?
  • What do you hope to achieve?Moderating To moderate or not to moderate?commentsmay put off your audience from engaging with you. Have youconsidered this?
  • Consider your communityReference - http://manaiakalani.blogspot.com/
  • Consider your communityThe ‘Walled Garden’community that want everything locked down Image - Garden gate by niznoz on Flickr
  • Consider your communityThe ‘Go for it’community that are happy formost things to go online. Image - So excited! by Andrew Nielsen on Flickr
  • Consider your community The ‘Yes...but’community that have concerns but areopen to the idea of online learning. Image - 268/365 Default State by Helgasms! on Flickr
  • Consider your community StartYou have tostart from a point thecommunity Education iscomfortablewith and gofrom there.
  • Consultation with management before staring online spaces in classrooms
  • Consulting with school management Scenario -enthusiastic teacher returns from a workshopand sets upa class blog
  • Consulting with school managementThe blog is set up Learning on the computer This is the blog of a class of Year 4 without students at Learning School discussion withmanagement Monday 12th June Johnny or Today I wrote a story on the computer Kate Petercommunity Jane
  • Consulting with school management Aconcerned parentcomplains Image - I want my cookie crips by ohhector on Flickr
  • Consulting with school managementThe schoolmanagementsay the blogneeds to be shut down.Community is distrustful.
  • Consulting with school management Senior staffThe use of online spaces Awarenessneeds to be Monitor Communication part of a Consultation deliberate school strategy. Teachers using online tools
  • Checking age restrictions on online tools
  • Checking the age restrictions for toolsMany tools have a 13 13 years + year agerestrictiondue to the Children Online PrivacyProtection Act. http://www.coppa.org/coppa.htm
  • Checking the age restrictions for tools Possible solution - Use only Teacher account whenlogged into a teacher account
  • Checking the age restrictions for tools Possible solution - Use a toolthat doesn’thave an age restriction
  • Checking the age restrictions for tools Possiblesolution - Get a Google AppsEducation account
  • Maintaining control of online spaces
  • Maintaining control of online spaces Scenario - teacher sets up a blog through correct Purposeprocedures Community Management consultation Age limits considered
  • Maintaining control of online spaces Teacher Learning on the This is the blog of a class leaves of Year 4during the year. Monday 12th June Johnny Today I wrote a story on Kate the computer Peter
  • Maintaining control of online spaces Login The blog was set up details ? with the teacher’s own emailaddress and password
  • Maintaining control of online spacesTwo years later, the Learning on the computer This is the blog of a class of Yearblog is still 4 students at Learning Schoolonline withcomments accepted Monday 12th June Today I wrote a story on the Johnny Kate and no computer Peter Janemonitoring
  • Maintaining control of online spaces Solution - all school Account online spaces to name@learning.school.nz be set upwith schoolbased email addresses.
  • Maintaining control of online spaces Solution - Learning on the This is the have a blog of a class of Year 4 schoolaccount orother staff Monday 12th June Today I wrote a story on the Johnny Katemember as computer Peter dual account holder
  • Ownership and life span of online material
  • Ownership of online content That’s our That’s my art class blog. and writing. Do you needpermission fromstudents tokeep work online or delete it?
  • Length of time work remains online Should work be deleted at the end of the year/end of time in school/ never? 2010 2011 2012 2013 ?
  • Length of time work remains online Solution - have adiscussion as a staff to decide but ensure thatthe school is able to remove content on request.
  • Establishing naming conventions for online spaces
  • Naming online spaces http://mrsvesper.blogpost.com Will theblog ‘travel’ with the ORteacher or stay with the class? http://room2school.blogspot.com
  • Naming of online spaces School http://room2school.blogspot.com wideconventionscan make it http://room3school.blogspot.com easier for thecommunityto find each http://room4school.blogspot.com blog and engage.
  • Naming of online spaces However, Learning on the computer This is the blog of a class of Year 4 teachers students at Learning School become very Johnny Monday 12th Juneattached to Today I wrote a story on the Kate Peter computer their class Jane blogs
  • Naming of online spaces It is also difficult toreuse a blog or wiki address once it has been used already Image - Recycled logo by TheTruthAbout... on Flickr
  • Preparing our students to work in a digital environment
  • Respecting others Learning on the computer This is the blog of a How to class of Year 4 students at Learning School comment on blogposts or in Johnny Monday 12th June wiki Today I wrote a story on the Kate Peter computerdiscussions Jane I really liked the description of the teacher in the story you wrote.
  • Making sensible choices What do you do if you findinappropriate material online?
  • Respecting the work of others What areyou allowed to reuse from the web?
  • Protecting yourself How do you dealwith cyber bullying?
  • Respecting yourself Whatshould youput online? Would it pass the ‘would grandma approve’ test? Image - Dna. Marina by Levy Carneiro Jr
  • Consider what your school needsto focus on in relation to the issuesraised today. What support do you need as an educator to be able to work in online spaces effectively?
  • Consider what your school needsto focus on in relation to the issuesraised today. What support do you need as an educator to be able to work in online spaces effectively?
  • Risk Con s fide Issues21stC nt Connected
  • Our connected classrooms
  • Room 18 Point England SchoolAdvertising for a teacher “We are hiring” blog post
  • Room 18 Point England SchoolAdvertising for a teacher “We are hiring” blog post
  • Room 18 Point England SchoolTeacher found! ‘Room 18 have hired’ blog post
  • Room 18 Point England SchoolTeacher found! ‘Room 18 have hired’ blog post
  • Skype with Authors Bringing experts into theclassroom Hole in the Sky video on YouTube
  • Skype with Authors Now available in NZ through Booktalks Bringing experts into theclassroom http://www.booktalks.org.nz/
  • Community Rights Inquiry Wiki Buckland Beach Intermediate Student teams workingcollaboratively The Community Rights wiki
  • Community Rights Inquiry Wiki Buckland Beach Intermediate Action plan Collection blankets for the Auckland Mission Timeline and outcomes 3rd Sept Charting Contating the councilthe inquiry and collecting blankets 7th Sept online Teacher feedback Commenting on progress Student reflection Diary entries during the inquiry
  • Community Rights Inquiry Wiki Buckland Beach Intermediate Studentreflection
  • Quest Atlantis Education in a virtual world Global virtuallearning Quest Atlantis website
  • Quest Atlantis Education in a virtual world “Learning is Senior hidden in the fun.” students fromGlamorgan School “In the real world,reflect on people aren’t prepared to take being many risks. In a virtual world you don’t feel scared and you involved participate more.”
  • Participating through blogs Grade 1 Teacher in the USDeveloping globalawareness Telling the story video
  • Inclusive education with Skype Arisley School in the USConnecting kids into the classroom throughtechnology Video made by Skype Blog post about Skyping with Celeste
  • Inclusive education with Skype Arisley School in the USConnecting kids into the classroom throughtechnology Video made by Skype Blog post about Skyping with Celeste
  • Islands around the world projectCompare andContrastExercise Project wiki
  • Many Voices on Darfor Collaborative Voicethread ProjectCartoonanalysis Many Voices on Darfor
  • Many Voices on Darfor Collaborative Voicethread Project Studentcomments Many Voices on Darfor
  • Many Voices on Darfor Collaborative Voicethread Project Studentcomments Many Voices on Darfor
  • Many Voices on Darfor Collaborative Voicethread Project Studentcomments Many Voices on Darfor
  • High Hopes High Altitude Balloon ProjectConnecting through blogs Mr Crosby’s Class blog
  • High Hopes High Altitude Balloon Project Hello my name is Luc. I live inComments NZ my high hopes are thatleft on the everyone has good education, blog to there is no more war, we start send to taking our surroundings seriously space and give food to the poor. Mr Crosby’s Class blog
  • High Hopes High Altitude Balloon Project Hello, im Morgan and i live in Melbourne, Australia. My HighComments Hopes for the future are thatleft on the blog to one day racism and poverty will send to be a thing of the past and people space wont have to deal with either of them in their everyday lives. Mr Crosby’s Class blog
  • High Hopes High Altitude Balloon ProjectConnecting through blogs Year 4 Nelson class Learning is Messy blog
  • The Search for King Tut Voicethread for writing peer assessment Talking tofeatures of the text Writing peer assessment in Voicethread
  • Collaborative Writing Using Google Docs to collaborate between classesConnectingNelson to Auckland The classes met online in Google Docs at 9:30am every day for a week for groups to work on stories. Room 9 Nelson Central blog
  • Select a couple of the examples shared and reflect on what impact being connected had on thosestudents. What do you see as the possibilities in your own classroom practice?
  • Select a couple of the examples shared and reflect on what impact being connected had on thosestudents. What do you see as the possibilities in your own classroom practice?
  • Contact details Suzie Vesper suzievesper@gmail.com 021337430