SWSR ICT conference 29&30 March 2011


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  • KATHERINESchool selection based on need - the needs of the students in these schools irrespective of whether they are Government or Catholic are very similar.All schools have ESL teachers – resourcing and allocation may differ but the ESL populations in these schools are highTerminology differs across each sector eg AP ESL and TE
  • Develop narrative to accompany the slideshowPhoto depict the Auburn, Guildford and Chester Hill areas of South Western SydneyBuilt up areaHigh concentration of....Highly multiculturalHigh density housingAbandoned industrial areasPost war housing, housing commission, fibro homesSlide 1- Auburn main shopping strip with a mix of small businessesSlide 2 – Auburn area, mosque in the background, busy intersection during peak morning hoursSlide 3 – High rise units next to the train station. Majority of our students live in these apartmentsSlide 4 – Fusion of mix businesses from different cultural groups: Helal butcher shop, Himalayan cafe, Chinese restaurant, Chinese grocery shopSlide 5 – High density housing and heavy traffic throughout the day, clothes hanging outside balcony, no backyard visibleSlide 6 – Another shot of small businessesSlide 7 – Guildford area – industrial area with small factories, car repairs and some abandoned warehousesSlide 8 - Guildford area with a mix of fibro houses, units and emerging renovated brick homes. Nearby Villawood area has post war housing, housing commission, fibro homes
  • KATHERINE1. Targeted Support for students2. Teacher Professional Learning3. School Leadership development4. Schools as Centres for Community ActivityAll four elements are happening simultaneously1. Targeted Support for studentsSupport at critical transition points, eg prior to school, transition from Kinder to year one, transition from primary to high school. New arrivals with little to no English, refugee students.Homework centres: introduction of and compliment existing programs 2. Teacher Professional LearningEvery teacher is a teacher of ESL students, every teacher is NOT an ESL teacherLearning English takes time : BICS 1-3,CALP 3-7, up to 10 years fro refugees - trauma (Collier, Thomas and Cummins)In class daily coaching by ESL expert – not a one off (Sonoma County Research)Embed PL into daily practice (Timperley) Performance of students is based on quality of teachers (McKinsey Report, 2007))In high ESL schools, all teachers require skills and knowledge to assist student to develop their English language competence (Cummins, Rice 2008)3. School Leadership developmentmoral imperative, build capacity of executive teams to lead educational improvements for ESL studentsAssistant Principal ESL (DET) OR Teaching Educators (Sydney and Parramatta dioceses)Pivitol role is leading PL on ESL pedagogy, and drive the program, individual student language learning data analysedstudent achievement across the curriculum, not just English proficiency, language within subject areasIntellectually challenging pedagogyDevelopment of habits of and for learning: research by Megan Watkins and Greg Noble around how to sit still, hold a pencil, bodily dispositions to enhance learning how this is leant. adopting long term approachSchool leaders needs to promote and participate in professional learning (Robinson, 2007; Fink, 2001; Fullan, 2001) Whole school approaches produce greater impact on student performance (Hayes, 2004)4. Schools as Centres for Community Activity– rethinking the ways schools operate around coordinating a range of activities to support the schools as centres for community activity. Student learning influenced not only by their teacher(s) but by their family and neighbourhood (Bentley, 1998) Family engagement leads to student success (Harvard Family Research Project) not a one-time activitysystematic approach to school becoming centre for community activityDeliberately chose this triangle because it’s the strongest polygon and if you take one triangle away, you wouldn’t have the strength behind the project. Synchronicity: the relationship between the project’s key strategies are intricately structured and meaningfully related giving rise to strong dynamic interconnected relationships (represented by the strength of the triangle) all working towards a common goal, central to the project – the students
  • KATHERINEOur participants and our challengeDiversity of cultural backgrounds centralised in different areas e.g. Harris Park (Indian), Auburn (Sudanese), Old Guildford (Karen – ethnic minority from Burma)
  • SLL Project Leaders – approximately 20% could not attached a file in an emailICT is one element of the project that we will give snap shot of today….We used ICT to overcome some of the challenges around communication ie networking and sharing resources between meetings ….
  • Across the two years of the SLL Project, teachers explored the use of a range of communications technologies to support ESL learners language development.
  • Synchronicity: the relationship between the project’s key strategies are intricately structured and meaningfully related giving rise to strong dynamic interconnected relationships (represented by the strength of the triangle) all working towards a common goal, central to the project – the students
  • References: Wikipedia and ning.com Selection of nings from CEO Parramatta
  • Because it has been so successful ….Easy to create!A selection of nings from CEO Parra, CEO Sydney and Multicultural Programs Unit.
  • What is a ning? NetworkingSLL ning – multi faceted …. Learning resources networkingProfessional Online Learning Community - Ning costs:Ning mini US$2.95/mth – up to 150 members …blogs, photos, forum and video embedsNing Plus US$19.95/mth – unlimited members events, chats, pages and ning appsNing Pro US&49.95/mth – full features plus other options
  • SO WHAT ARE THE FEATURES THAT HAVE MADE IT SUCCESSFUL ?Communities with the SLL Community Connecting individual schools and connecting schools (Inter and Intra connection)Connecting individual with specific roles across AP ESL group – opportunity to share, dialogue with a specific group
  • Statistics from the report
  • DANIELResource bank for schools – everything is available ! Download – individual language learning plans and all other proformas used in the projectStaff professional development
  • DANIELAdditional resourcesWidgets:Acapela – translatorShelfari – recommended texts for ESL learnersDelicious – online recommended websites for ESL Learners
  • This is another example of an online tool with used for data collection (on professional learning , executive teachers , impact on the project – understanding the needs of L2)This tool was able to gather, analyise and present data in a range of forms eg column, graphs, text, pdf etcFor example the Project used Survey Monkey four months prior to the project to …. And also another another survey was conducted at the conclusion of the project as a measure as the success of the project ….
  • Synchronicity: the relationship between the project’s key strategies are intricately structured and meaningfully related giving rise to strong dynamic interconnected relationships (represented by the strength of the triangle) all working towards a common goal, central to the project – the students
  • Bee BotsPro-bot – bee bots big brother (fully programmable with distance and degrees of turns and inbuilt light and sound sensors) Lego robotics Make reference to the mode continuum – eg engaging with the bee bots to a written recount of a picture book.
  • Synchronicity: the relationship between the project’s key strategies are intricately structured and meaningfully related giving rise to strong dynamic interconnected relationships (represented by the strength of the triangle) all working towards a common goal, central to the project – the students
  • KATHERINEConsiderations for teachers. New ways of thinking about the use of technology in the ESL classroom. Clearly there is a difference.Beverly Derewianka, University of Wollongong, AustraliaFigure 1 maps the use of various technologies along the mode continuum. There is, of course, no strict correlation between medium and mode. Emails, for example, can be quite ‘spoken-like’. However, it enables us to see how various technologies can contribute to different kinds of learning depending on where their use falls on the continuum.
  • Critical LiteracyWord Clouds taken from online newspapers RE: Wests Tigers’ Benji Marshall been charged with assault Green: Daily TelegraphOrange: Sydney Moring Hearld
  • Robyn Bush talking about edublogs – auto play on next slide
  • Click on black – Robyn Bush talking about edublogs
  • The so what factor. How do we know that ICT as part of a whole school language and literacy focus (as per SLL) improves student learning outcomes. This is only one of a suite of tools being used to gather data from various aspects of the project. Results from one Year 2 class, at one of the SLL schools indicates: Oral interactionReading and RespondingWritingSignificant improvement for all student, majority being ESL with some new arrivals and refugee students.
  • All available on thesharepoint site Glossary Terry Freedman:Educational Technology - ICT in Education THE site for users, teachers, leaders and managers of educational ICTICT in education http://www.ictineducation.org/Kathy Schrock http://kathyschrock.net/
  • The role of professional learning in the project was just one element which impacted on improving learning outcomes for ESL and refugee students. Theory: BICS CALP, Language continuum, backward mapping, CGI,
  • SWSR ICT conference 29&30 March 2011

    1. 1. Inspire Innovate ICT Conference 2011<br />
    2. 2. … emailed or sms’ed?<br />… twittered?<br />…skyped?<br />… chatroulette?<br />…Facebook?<br />
    3. 3. 82% of Australians who use the Internet are currently members of social networking sites <br />and 76% are members of Facebook<br />only 36% have read the Privacy Policies<br />77% have adjusted the privacy settings in their account<br />18 to 29 year olds are more privacy-aware than older Australians, with 85% adjusting their privacy settings, compared to 65% of over 55s<br />Of the 77% who have adjusted their privacy settings, only 2% have set their content to share with everyone<br />
    4. 4. Successful Language Learners: <br />Whole school ESL language and literacy pilot project<br />
    5. 5.
    6. 6. Schools Participating<br />
    7. 7. SLL School Locations <br />
    8. 8.
    9. 9. Community<br />Teachers<br />Leadership<br />Students<br />The Four Elements of the SLL Project<br />SUCCESSFUL<br />LANGUAGE<br />LEARNERS<br />
    10. 10. Students and Staff<br />4,957 students<br />4,440 ESL students from 50 language backgrounds<br />809 refugee students<br />11 principals<br />80 school executives<br />283 teachers<br />
    11. 11.
    12. 12. 12<br />Bee Bots<br />Prezi<br />iPod Touch<br />Windows Movie Maker<br />Photostory3<br />Audacity<br />Wii<br />BlogEd<br />Edublogs<br />Video conferencing<br />Connected Classrooms<br />Wikis<br />Web 2.0 tools<br />
    13. 13. Using ICT to Support <br />Teacher Learning<br />
    14. 14. Bring together 3 different education systems<br />Engage school communities<br />Create strong partnerships<br />Engage cross-sectoral communities<br />Sustain interest<br />NING<br />MOODLE<br />Range of professional learning opportunities<br />Data-driven need<br />Build lasting relationships<br />Involve members<br />
    15. 15. What is ning?<br />Ning is a a social network site.<br />We created an educational network site <br />for communicating, professional learning and resources.<br />
    16. 16. Education<br />Nings<br />
    17. 17. An online networking tool<br />Ning<br />
    18. 18. The SLL Ning provides an online network for various groups <br />including systems, schools and roles.<br />Ning Networks<br />
    19. 19. Ning<br />
    20. 20. Ning<br />
    21. 21. Ning<br />Widgets to support teacher and student learning<br />
    22. 22. Shelfarion Ning<br />
    23. 23. Delicious on Ning<br />
    24. 24. Social Book Marking with Delicious <br />
    25. 25. Online Surveys<br />
    26. 26. Using ICT to Support <br />Student Learning<br />
    27. 27. Bee Bots<br />
    28. 28.
    29. 29. Bee Bots<br />http://bee-bots-downunder.blogspot.com<br />
    30. 30. The Mode Continuum<br />Professor Beverly Derewianka, University of Wollongong, Australia<br />
    31. 31. School Radio Station<br />School Radio Station<br />
    32. 32. Wii Game <br />
    33. 33. Wordle and Wordsift<br />
    34. 34. Blogs<br />
    35. 35.
    36. 36. Blogs<br />
    37. 37. Using Mini Vid Cams<br />
    38. 38. Are we improving Student Learning?<br />ESL Scales data from one SLL School<br />
    39. 39. Are we improving Student Learning?<br />NAPLAN mean growth from year 3 to year 5 for all SLL Schools compared to all schools in NSW<br />
    40. 40. Other Resources<br />Ms Bush’s bright, brainy, brilliant bunch: http://msbush.edublogs.org . Please visit this site to find links to Edublog set up on the right side bar under the title: ‘Useful sites for maintaining your Edublog’<br />Ms Mourad’s Absolutely Sensational Learners: http://msmourad.edublogs.org<br />
    41. 41. References<br />
    42. 42. A web2.0 farewell<br />Text to Speech Animations<br />www.xtranormal.com<br />
    43. 43. ilearn for ESL students<br />
    44. 44.
    45. 45. iLearncommunity <br /><ul><li> Podcasts
    46. 46. Vodcasts
    47. 47. Photo Story
    48. 48. Interactive White Boards
    49. 49. VoiceThread
    50. 50. Video conferencing</li></li></ul><li>Shelfari - An Online Book Club<br />
    51. 51. New web2.0 tools for ESL students<br />