Trialling technology to grow writers

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These slides accompanied a session at Wellesley College (January 2013)


This work is licensed under a Creative Commons Attribution-NonCommercial 3.0 New Zealand License.

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  • Boys’ education and Wellesley character The value of e-learning, within effective teaching, SOLO etc. Enhancing literacy, particularly writing The value of knowing our students’ and tailoring their learning. Our own inquiries: Deliberately asking questions of ourselves as we trial and refine
  • We know that in Social Sciences, place can be given particular meaning and importance. Think about summer. Write a sentence to describe a summer place for TipTop. NOW Tell me/show me your place [phones/sketch/talk/laptop] Share me your summer place. Share others’ summer places. List them. Compare them. > email them > [email_address]  and tag it summer How would you change your sentences? Write a new one - together. > Google doc Goal: highlight the way technology can help each student find a way to engage - and how a clear SOLO scaffold and context can signpost their way there.
  • Review. Discuss. amend as required.
  • Watch this video...consider what is happening in terms of literacy knowledge, pedagogy, technology..... How does this compare with your own needs and situation now?
  • 4.20
  • Why are we trying to lift e-capability for our students? Link to vision? And if we don’t? image http://www.flickr.com/photos/missmoon/8865857/sizes/o/
  • http://www.flickr.com/photos/gregpc/500657240/sizes/m/
  • We know that in Social Sciences, place can be given particular meaning and importance. Think about summer. Write a sentence to describe a summer place for TipTop. NOW Tell me/show me your place [phones/sketch/talk/laptop] Share me your summer place. Share others’ summer places. List them. Compare them. > email them > [email_address]  and tag it summer How would you change your sentences? Write a new one - together. > Google doc Goal: highlight the way technology can help each student find a way to engage - and how a clear SOLO scaffold and context can signpost their way there.
  • Capture prior knowledge Curate their own examples Record ideas Interview others Explore new examples photos - curate - Flickr, Animoto, ppt. interview with parents Voicethread google search Digistore etc class wiki storify pinterest
  • Sketch Collate Assemble Mind-map KWL Co-creation / Teacher & peer modelling Video ...using SOLO to work towards criteria flickr group digital mind-map (e.g. Bubbl.us) Sketch (e.g. paper app) video animoto collation google docs/etherpad IWB puppet pals, Book creator
  • Draft Co-edit Shared writing Guided writing Peer critique Manipulate Publish Respond Revise Write for real audiences ...using SOLO to assess against criteria etherpad / google docs blogs - Blogger, edublogs, wikis voicethread e-book, book creator
  • Which question is most helpful and why? - identify the student outcomes - identify student need - identify what they need to do to help students achieve those outcomes -based on belief - connect your learning to students’ learning - focused on the evidence needed for capture How: - work together, critically
  • e.g. How can technologies be used to engage my X students in the development stages of writing? > focus on a specific group e.g. How can I use technologies to support the way we engage with a writing topic, not just production stages?
  • increased focus on learning growing awareness and use e.g. How can I use technologies to support collaborative content creation for my students? How can I offer a choice for my students so that they are more engaged with the writing purpose.
  • aligned & strategic integrated e.g. How can I use technologies to adapt the task so that all students have choice in the purpose, process and product? e.g. How can I engage students more effectively in peer assessment, using technologies? e.g. How can I bring the family community into the work we do in writing so they take an active role?
  • sustained ubiquitous 24/7 e.g. How can I work with the students to co-construct rich tasks that offer creative pathways suited to their needs? How can I use technologies to capture the learning to support my review and inquiry process?
  • 12.00 Image source: http://keycompetencies.tki.org.nz/In-leading/Discussion-tools/Teaching-as-inquiry
  • https://docs.google.com/a/core-ed.ac.nz/document/d/1MCHTVsaGwA86_j1siEhR-bvLlmM5gbNj65z-br4HdgA/edit#heading=h.f9fpnqb6b1wf www.bit.ly/wellesley1234
  • http://pixabay.com/en/megaphone-shout-action-call-scream-50092/
  • 11.30 It’s not about the tech, it’s about design
  • Trialling technology to grow writers

    1. 1. Wellesley College: Trialling technology to grow writers Karen Melhuish Spencer | @virtuallykaren | 29 January 2013
    2. 2. No hea au?
    3. 3. Touchstones• Wellesley character• The value of e-learning• Enhancing writing• Knowing and including our students• Starting our own inquiries
    4. 4. Places and peopleforms11about@photos.flickr.com
    5. 5. By the end of our session... Develop a question to trial that combines boys’ writing and digital technologies.by.... ✓Considering your current situation ✓Exploring current examples of e-learning and writing ✓Plotting an inquiry for term 1. http://www.flickr.com/photos/27620885@N02/3018698863/sizes/m/
    6. 6. Combining writing andtechnologiesThe big ideas
    7. 7. Using Storybird to improve literacy
    8. 8. what is e-learning? “...learning and teaching that is facilitated by or supported through the appropriate use of information and communication technologies (ICTs). “
    9. 9. what’s the point? ..so that every student can actively engage in learning in ways that deliberately suit their needs and passions. Civic engagementGreater opportunity toconnect, participate &collaborate Digital citizensNew pathways to new Accessknowledge Inclusion. Personalisation InclusionEngagement through .prior knowledge Equity Source: wakingphotolife
    10. 10. “In deep expressions of practice, students learning activities and the curriculum/knowledge content they engage with are shaped in ways that reflect the input and interests of students, as well as what teachers know to be important knowledge” Bolstad, R., Gilbert J., McDowell, S., Bull, A., Boyd, S., Hipkins, R. (2012) Supporting future-oriented learning and teaching - a New Zealand perspective. New Zealand: Ministry of Education
    11. 11. Combining writing andtechnologiesWhat can it look like?
    12. 12. WhyPlaces and people places are importantWhy places are important to us http://www.flickr.com/photos/90257728@N02/
    13. 13. An small example using SOLOMy place in the sun - understanding why places can be importanto us. • Identify one important place where people go during the summer. • Describe the kinds of places where people spend their summer. • Compare the places - how are they similar? different? • Make general statements about the kinds of places that are important to people.
    14. 14. Engagement before writing “Help me find my own doorway” “Once we have developed a richquestion, we use photos gathered on Flickr, recorded video interviews with family, and examples online, like Digistore, to engageboys’ prior knowledge on a topic.” http://www.flickr.com/photos/learnscope/2547026015/sizes/m/
    15. 15. Preparing to write “Give me steps...or build me a ramp”“There is more than one way to show understanding - we sketch, digitally mind-map, retell stories using storytelling apps and curate images as we prepare to write.” http://www.flickr.com/photos/kevintice/189207135/sizes/m/
    16. 16. The writing process “Pathways as memorable as the destination” “We use tools tosupport collaborative and shared writing, easy editing and authentic publication. Writing for real purposes and audiences has never been easier.” http://www.flickr.com/photos/opedagogen/5265755107/sizes/m/
    17. 17. Combining writing andtechnologiesHow can we turn ideas intoaction?
    18. 18. driving your own learning Image:Boudewijn Berends
    19. 19. design for all Image: ZeRo`SKiLL
    20. 20. A helpful focus1. How can I teach writing better using digital technologies?2. What’s happening in other schools with e-learning?3. How can I use a collaborative writing tool to engage those identified students who need support at the drafting stage?
    21. 21. “My students mainly draft writing and then we type it up neatly, or make posters for the wall. To be honest, the work is the same as it has always been - I’m not sure what the possibilities are.” ✓finding outWhat might our focus question be? ✓planning ✓investigating Image: DavidDMuir
    22. 22. “We have tablets in the classroom and we use them mainly for research and editing. Some students want to be more creative in the way they work. I feel we could be using technologies to support the learning process more strategically.” ✓trialingWhat might our focus question be? ✓establishing Image: Christy Tvarok Green
    23. 23. “ I have begun to usetechnologies to find new pathways that suitstudents’ passions and needs. This has meant designing tasksdifferently to how I have in the past.” ✓ focus on learning ✓authentic useWhat might our focus question be? ✓shared roles ✓whole community Image: Mark Pinder for the Guardian
    24. 24. “We integrate technologies so that students’ learning is personalised and richlycreative - and we make themost of community and globalconnections. Learning lookscompletely different to a few years ago.” ✓higher-order ✓community drivenWhat might our focus question be? ✓networked & blended Image: chesbayprogram
    25. 25. Test. Trial. Question. Inquire.• What do your students need? What matters most to them, given what you know?• How can you combine literacy, pedagogy and technology in ONE small trial? Frame this as a deep question.• What will you need to know before you trial?• What will you look for?• What happened? What questions do you now have?• Next steps?
    26. 26. Hands-on activity?Co-develop our inquiry for term 1 www.bit.ly/wellesley1234 http://www.flickr.com/photos/opedagogen/5265755107/sizes
    27. 27. stars and wishes
    28. 28. Next steps? What is needed now? Image: Some rights reserved by SFB579 :)
    29. 29. www.elearning.tki.org.nz
    30. 30. VLN Groups - online community for teachers www.vln.school.nz
    31. 31. Further thinking:• Teaching as inquiry - case studies: http://nzcurriculum.tki.org.nz/Curriculum-stories/Case- studies/Teachers-as-learners-Inquiry/Teaching-as-inquiry• Inquiry as a disposition (CORE EdTalk): http://edtalks.org/video/inquiry-disposition#.UPRrXKFeui8)• e-Learning as inquiry on Literacy Online (http://elearningasinquiry.tki.org.nz/What-is-e-Learning-as-Inquiry)• How teachers are inquiring (ERO): http://www.ero.govt.nz/National-Reports/Teaching-as- Inquiry-Responding-to-Learners-July-2012/Findings/Teachers- inquiry-into-the-impact-of-their-teaching-on-students
    32. 32. What do you notice? Image: Copyright 1995-2002 The Denver Public Library, the Colorado Historical Society, or the Denver Art Museum; http://www.uwec.edu/foundation/

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