2. The One- Two computers
Traditional 1-3 students on a computer
Classroom Word Processing, Math or Reading Games
Broad Internet searches
http://puttheeinlearnin
g.wikispaces.com/Level
s+of+Integration
3. Internet games
Publishing
Digital Teacher lead
Classrooms instruction
1-1 computing
4. Self Managing
• make choices
• manage time
Participators and Contributors
• work with the teacher
• teach each other
• teach themselves
• work as a team
Thinkers
• higher level thinking
• organised thoughts
Conveyors of Information
• able to present and articulate
• use text and graphics
e-Learning
classroom Collaborators
• work with anyone and everyone
• sharing
5. Teacher Level of Integration
Entry Adoption Adaptation Appropriation Invention
Adapted from Cuban, L. (2001). Oversold and underused.
Computers in the classroom. Harvard University Press.
6. Conventional
teaching style
Teacher desk
Internet
at front of
never used
room
entry Furniture
Computer is randomly
covered scattered
around
Very little if
Desks in rows any published
work
7. Conventional teaching
style
Students prefer to work Furniture randomly
alone scattered around
Some computer
Internet used rarely
‘Published’ work
adoption
Math games (no Integration is usually in
direction) one curriculum area
Word Processing Desks in rows
Teaches elementary
applications, keyboard Isolated tasks
skills
8. Mostly
conventional
teaching
Specific areas in style, works Computer
classroom with groups centre is set up
defined
Periodically
Desks in groups using projector
and IWB
Students prefer
to work
Consciously
alone, but
plans for ICT
teacher
integration
organises in
pairs or 3’s
adaptation
Students use
internet
Word processed
frequently for
work on walls
broad internet
searches
Computer and
Maths and
keyboarding
Reading
skills taught
software
formally Teacher
Some
directed
management
activities and
systems in place
planning
9. Informal
practitioner
confidently using Students move
technology freely around the
Management
classroom
systems in place
experimentng
with digital tools
Activities linked to
Internet used
classroom
extensively in all
teaching and
curriculum areas
learning
appropriation Tables around the
Desks swapped for
edge of
tables, very little
room, curriculum
mat area
specific
The room is full of
children’s finished
HOT models are work that is both
used regularly computer
presented and
hand done.
Student research
Students work in
skills well
groups
developed
10. Teachers and
children are using a
variety of digital
equipment and
software for both There is barely any
teaching and mat area, enough for
Informal practitioner learning purposes a small group of
who involves students children.
in the planning of Projector/IWB/mimio
programmes and tasks is being used all day
by teacher and
students.
Students are highly
Classroom is divided
independent and self
up into curriculum
managing and are able
areas with large tables
to make choices
themselves about invention holding resource
material. Learning
what they are going to
Centres are being
do and how they are
used freely.
going to go about it
Teacher is able
HOT models are
to recognise
integrated
when a skill
throughout all
needs to be
curriculum areas
taught
Students learn
the skills as they
are needed
20. Set the tone Respect the equipment (remember it cost a
lot of money)
Press lightly on the keyboard (thumping it will
eventually break the keys and then we may
have to do without our computer for a few
weeks while we wait for it to be fixed!)
No food or drink by any computer equipment
(If you have a problem see the computer
monitor first before you ask the teacher)
Please don’t download games and load it on
to any of our equipment as it is illegal
Please don’t change the desktop setup
without the whole class approval
Please work co-operatively and
collaboratively at the computer centre
Please keep to the roles assigned to you for
your session
Please don’t take the mouse off the mouse
operator
Book specific digital equipment by writing
your name on the Whiteboard timetables
Record tasks that you have completed on
individual recording sheets
Keep computer centre clear of clutter and
unnecessary items
Be self managing and organised, know what
you need to do and how you are going to do
it!
http://puttheeinlearning.wikispaces.com/Reso
urces+for+Adaptation+Stage
22. Laminated Keyboards
Keyboarding skills can be taught as the part of the daily programme
Stick a photocopied keyboard into the back of Handwriting book
Have a few coloured laminated keyboards in a box for Keyboard games
When you go to the lab, all children open up a Word, AppleWorks or Pages page and
practice typing
• Put your Pinky finger on the A
• Put your Ring finger on the S
• Type out your name
22
32. http://ictprofessionaldevelopment.wikispaces.com/Spelling+Activit
ies+and+Ideas
Morning Programme
• Report back on Morning Task
• Handwriting Cards
• Spelling Activity
• Keyboarding
Level 1 Level 2 Level 3 Level 4 Level 5 Level 6 Level 7 Level 8
name mice correct chocolate height beneath characteristic available
not milk country choir hero between chemistry abduction
now miss course coffee hoping bitter cigarette contradiction
than moon cousin comb house blaze especially introduction
that more cricket comfortable hung blood executive performance
the train cries committee modern blossom exercise sentence
then tree cruel community monotonous declaration exhausted cushion
there truck daughter complete nation delightful expenses aluminium
they tow decide computer national delivered extraordinary turquoise
this under describe concert naughty Department fascinating audience
34. METHODS OF
DRAFTING, CONFERENCING, PUBLISHING
One
No Limit
No Limit
No Limit
Five
Five
One
http://ictprofessionaldevelopment.wikispaces.com/Writing
35. http://puttheeinlearning.wikispaces.co
m/Writing+and+e-Learning
Kathy Luke Milly
David Kirsty Nick
Jack Sarah David
Tana Jordan Cam
Report
Where?
What? Fatima Lee Philip Lui
What
did you
see?
Who? When?
Angie Sione Lose
Danny
Paul
Max
Teina
Lyn
Sam Troy
Sam
Jack Louis
48. Do…
• Self tracking
examples
Full Unit is available http://www.jsharp.co.nz/thegardensresources/studenttracking.htm
http://www.jsharp.co.nz/thegardensresources/perimeter_and_volume_maths_unit.htm
54. Discuss how
you can use
it in your
teaching
Talk about
what you
have heard
so far
Break into 10
groups
55. 10.55 – 12.00
Curriculum Areas
Putting e-Learning into
How can this be
Curriculum areas, how
assessed, how is this
does this link to to the
all integrated?
curriculum document.
56. Self Managing
• make choices
• manage time
Participators and Contributors
• work with the teacher
• teach each other
• teach themselves
• work as a team
Thinkers
• higher level thinking
• organised thoughts
Conveyors of Information
• able to present and articulate
• use text and graphics
e-Learning
classroom Collaborators
• work with anyone and everyone
• sharing
57. Recall all basic multiplication facts http://mathsandelearning.wikispaces.com/
65. • e-asTTle
• Probe
Summative • Spelling
• Gloss
• Digital Capabilities
• Observations
• Discussions
Formative
• Forums
• Feedback and Feed forward
• Measuring yourself against
yourself
Ipsative
• Where was I? Where am I now?
Where am I going to?
66. http://www.m Itemise the ideas
indmeister.co you will use from
m or today
https://bubbl.
us/
Mindmap how
you have
integrated so
far
Move into year group
One person levels and have a look at
sign up for the websites from this
session
free account
And mindmap (5 x Yr 5-8)
your ideas (3 x Yr 3-4
(2 x Yr 0-2)
68. 1.15 –2.00
Digital Toolkits
http://puttheeinlearning.wikispaces.com/Digital
+Toolkit
Editor's Notes
Ran out of time quickly for reading but was mostly about what the routines will be, and that students could choose from a wide range of Reading Options when they were not doing Guided Reading with me or related reading activity. More on this later.
