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Parent evening 23 9 09 - 2


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Parent evening 23 9 09 - 2

  1. 1. Yr 8 Parents’ workshopWednESDAY 15TH September 2010<br />1-2-1 at Island School<br />
  2. 2. Aims<br />Restate the rationale for implementing the laptop scheme;<br />Present some of the extensive research on similar schemes;<br />To celebrate and show some student work;<br />To provide a forum for debate – Q&A<br />To provide information on the professional development, teacher /parent resources and future developments.<br />To inform you of procedure and timeline for school laptop purchase scheme.<br />
  3. 3. Unprecedented and exponential times<br />Developments in Technology:<br />Preparing students for an unknown future and jobs that don’t exist yet;<br />Connectedness and globalisation;<br />Global crises / challenge;<br />We need to develop and teach a new set of skills, not just deliver content.<br />
  4. 4. “Research shows that students with routine access to laptop computers score higher in writing assessments, demonstrate better analytical skills, collaborate more and have lower absenteeism and dropout rates. In Maine, for example, 33,000 seventh and eighth graders enrolled in a 1 to 1 program improved their scores in language arts, math, and science. Having used notebook computers all four years of high school, twelfth grade students scored higher than 85 percent of their peers in all five core subjects of the last Maine Educational Assessment.” <br /> Apple Classrooms Of Tomorrow ACOT website<br />
  5. 5. “Students write more, more often and better”<br />Bruce Dixon – President of AALF (anytime, anywhere learning foundation)<br />Maine research<br />Conclusion<br />“Thus, the evidence indicates that implementation of Maine’s one-to-one<br />ubiquitous laptop program has had a positive impact on middle school<br />students’ writing. Five years after the initial implementation of the laptop<br />program, students’ writing scores on Maine’s statewide test had significantly improved. Furthermore, students scored better the more extensively they used their laptops in developing and producing their writing. And finally, the evidence indicated that using their laptops in this fashion helped them to become better writers in general, not just better writers using laptops.”<br />
  6. 6. A summary of key points<br />Ubiquitous and constant access to a rich technological environment and connectivity is an entitlement not an option;<br />The decision to implement a laptop scheme was driven by a coherent, shared and detailed vision for teaching and learning;<br />For it to be successful it will be supported by appropriate and ongoing professional development;<br />Such a scheme supports, and interrelates with all our developmental priorities and is a key way of making our school’s values concrete;<br />
  7. 7. Inclusion and differentiation<br />The main issues to do with inclusion and differentiation can be summarised as follows:-<br />Literacy is scaffolded by online tools<br />Students are more likely to sequence and pace their learning in ways that support their needs.<br />Peer support and increased opportunities for collaboration and communication will improve student progress.<br />Students can evidence their understanding in a variety of ways; this can support a ‘multiple intelligences’ approach and thus aid differentiation.<br />The varied language backgrounds of our students can be supported by access to first language sites.<br />Constant access to a range of web based resources targeted at a range of ability and language backgrounds.<br />
  8. 8. Supporting other school development priorities<br />- assessment, recording and reporting;<br />- tutoring for learning;<br />- improving school communications;<br />- independent learning;<br />- building on the PYP experience;<br />- digital portfolios;<br />- the competency / key skill debate;<br />- parental consultations.<br />This is not just about the technology and is not a stand alone initiative.<br />
  9. 9. Examples of students work in IT<br />“Year 8 students worked on a chocolate bar project in their IT lessons last year.  They started with research then went on to design and market their bars.  Students worked individually on some aspects and collaborated with group members on others.  They learned new skills such as Photoshop, flash animation, movie editing and the use of google sites.  They used their google site to collaborate with other members of the group as well as to display their work..” <br />Beverly Cook – D&T teacher Island School<br />The work<br />
  10. 10. Examples of students work in English<br />“IT applications like Glogster elicit personal responses to literary texts that demonstrate a deeper engagement with and understanding of literature. They also develop sophisticated analysis skills and encourage critical thinking. This is because students have to think carefully about how their choices of layout, colour, font, image and even embedded music or film clips link to, or reflect themes from the text.” <br /> Teri Eves - English teacher Island School<br />Glogster 1<br />Glogster 2<br />Glogster 3<br />
  11. 11. Support and Development Strategy<br />1-2-1 at Island School<br />
  12. 12. School Planning<br />Learning Technologies embedded in SDP under the development of school-wide pedagogy<br />School wide objectives connected to 1-2-1 described<br /><ul><li>Support Independent learning
  13. 13. Support conversations about learning between students, teachers and parents</li></ul>Department planning framework involves identifying key objectives for learning technologies<br />
  14. 14. Systems and Support<br />Infra-structure Developments<br />Connectivity improved over summer 2010<br />Capacity to further improve in 2011 <br /> Access to school networks on laptops<br />Moodle ESF Learning Platform<br />Online Lessons being produced (example)<br />Extending access to learning<br />Training for all staff ongoing (Paula Buroughs in training role)<br />Access to ESF Gateway<br />ARR**<br />Notices<br />Activities<br />CAS<br />
  15. 15. 1-2-1 Guidance<br />Student<br />Induction session setting out common structures<br />Specific guidance set up of laptop -link<br />Staff<br />Laptop guidance available to staff - link<br />All<br /><ul><li>Further development of 1-2-1 resources on-line - link</li></li></ul><li>Digital Citizenship<br />Year 7 Curriculum<br />Interpreting data<br />Critical approaches to web based information<br />Research skills<br />Copyright<br />Year 8 ICT Curriculum<br />Internet Safety<br />Media skills development<br />Yr’s 8 & 9, staff and parents receiving cyber bullying training Nov 2010<br />
  16. 16. Information Literacy Development<br />Includes…<br />Overt strand of ICT Assessment<br />Skills in Information Literacy specifically taught (not new!!) – school wide training for teachers on research techniques to be undertaken<br />Research process model and supporting resources developed (link)<br />
  17. 17. Parent Consultations<br />Portfolios and Key Skills<br />Supporting Tutoring for Learning process <br />Supporting Assessment for Learning<br />Student led parental consultations<br />Portfolios evidencing learning in relation to key skills <br />Trials continuing across ESF <br />IS possibly using Adobe solution for 2011 – resellers list<br />
  18. 18. If your child already has a laptop they can bring it in to school.<br />If not you can buy the model of your choice.<br />… or take advantage of one of the purchase deals with Microware or Apple – Roadshow 6th October 2p.m. to 6 p.m. <br />Insurance scheme with Zurich / details to follow.<br />Deadline for orders Friday 29th October to ensure delivery by Christmas.<br />Delivered to school on a date that will be communicated to parents nearer the time.<br />Zurich details available shortly.<br />
  19. 19. AUP<br />Responsibilities and expectations of students and the school.<br />Home school contract signed by parent and GWS that defines clearly expectations on both sides with regard to a range of issues. Security, network security, connectivity, online behaviours, legal issues etc.<br />