The document discusses how the new information landscape has changed the way we communicate, work, and learn. Web 2.0 tools allow for greater communication, user control, collaboration, and sharing of information. Teachers are now expected to use e-learning and tools like blogs, wikis, and podcasts to develop student-centered and collaborative learning. Key skills needed for the future include critical thinking, problem solving, collaboration, and innovation.
Digital Scholarship powered by reflection and reflective practice through the...Judy O'Connell
Current online information environments and the associated social and pedagogical transactions within them create an important information ecosystem that can and should influence and shape the professional engagement and digital scholarship within our learning communities in the higher education sector. Thanks to advances in technology, the powerful tools at our disposal to help students understand and learn in unique ways are enabling new ways of producing, searching and sharing information and knowledge. By leveraging technology, we have the opportunity to open new doors to scholarly inquiry for ourselves and our students. While practical recommendations for a wide variety of ways of working with current online technologies are easily marketed and readily adopted, there is insufficient connection to digital scholarship practices in the creation of meaning and knowledge through more traditional approaches to the ‘portfolio’. In this context, a review of the portfolio integration into degree programs under review in the School of Information Studies led to an update of the portfolio approach in the professional experience subject to an extended and embedded e-portfolio integrated throughout the subject and program experience. This was done to support a strong connection between digital scholarship, community engagement, personal reflection and professional reflexive practices. In 2013 the School of Information Studies established CSU Thinkspace, a branded Wordpress solution from Campus Press, to better serve the multiple needs and learning strategies identified for the Master of Education programs. The aim was to use a product that replicates the authentic industry standard tools used in schools today, and to model the actual ways in which these same teachers can also work in digital environments with their own students or in their own professional interactions. This paper will review how the ePortfolio now provides reflective knowledge construction, self-directed learning, and facilitate habits of lifelong learning within their professional capabilities.
Referred published as part of the EPortolios Forum, Sydney, 2016.
This presentation looks at the generation of students in our K-12 schools today. The focus needs to be on the students in our classes without stereotyping students as digital natives. The focus also needs to be on relationships and not on technology. The presentation was delivered on Dec. 8, 2011 to the Newfoundland Labrador Association of Directors of Education (NLADE).
Getting started with global collaborationJulie Lindsay
Presentation / workshop given at the Asia Society Partnership for Global Learning conference, NYC, June 2012.
See resources: http://globalcollaboration.flatclassroomproject.org/2012+Partnership+for+Global+Learning
Digital Scholarship powered by reflection and reflective practice through the...Judy O'Connell
Current online information environments and the associated social and pedagogical transactions within them create an important information ecosystem that can and should influence and shape the professional engagement and digital scholarship within our learning communities in the higher education sector. Thanks to advances in technology, the powerful tools at our disposal to help students understand and learn in unique ways are enabling new ways of producing, searching and sharing information and knowledge. By leveraging technology, we have the opportunity to open new doors to scholarly inquiry for ourselves and our students. While practical recommendations for a wide variety of ways of working with current online technologies are easily marketed and readily adopted, there is insufficient connection to digital scholarship practices in the creation of meaning and knowledge through more traditional approaches to the ‘portfolio’. In this context, a review of the portfolio integration into degree programs under review in the School of Information Studies led to an update of the portfolio approach in the professional experience subject to an extended and embedded e-portfolio integrated throughout the subject and program experience. This was done to support a strong connection between digital scholarship, community engagement, personal reflection and professional reflexive practices. In 2013 the School of Information Studies established CSU Thinkspace, a branded Wordpress solution from Campus Press, to better serve the multiple needs and learning strategies identified for the Master of Education programs. The aim was to use a product that replicates the authentic industry standard tools used in schools today, and to model the actual ways in which these same teachers can also work in digital environments with their own students or in their own professional interactions. This paper will review how the ePortfolio now provides reflective knowledge construction, self-directed learning, and facilitate habits of lifelong learning within their professional capabilities.
Referred published as part of the EPortolios Forum, Sydney, 2016.
This presentation looks at the generation of students in our K-12 schools today. The focus needs to be on the students in our classes without stereotyping students as digital natives. The focus also needs to be on relationships and not on technology. The presentation was delivered on Dec. 8, 2011 to the Newfoundland Labrador Association of Directors of Education (NLADE).
Getting started with global collaborationJulie Lindsay
Presentation / workshop given at the Asia Society Partnership for Global Learning conference, NYC, June 2012.
See resources: http://globalcollaboration.flatclassroomproject.org/2012+Partnership+for+Global+Learning
Digital Learning Environments: A multidisciplinary focus on 21st century lear...Judy O'Connell
As a result of an extensive curriculum review a new multi-disciplinary degree programme in education and information studies was developed to uniquely facilitate educators’ capacity to be responsive to the demands
of a digitally connected world. Charles Sturt University’s Master of Education (Knowledge Networks and Digital Innovation) aims to develop agile leaders in new cultures of digital formal and informal learning. By examining key features and influences of global connectedness,
information organisation, communication and participatory cultures of learning, students are provided with the opportunity to reflect on their professional practice in a networked learning community, and to improve learning and teaching in digital environments.
CORE's ten trends presentation from the Learning at School conference in Rotorua, February 2009. CORE's annual ten trends summary represents a view of some key areas of interest for NZ educators with regards to the impact of ICTs on teaching and learning.
CORE publishes its ten trends annually to highlight issues and themes that will impact on the work of educators in early childhood, schools and tertiary institutions in the NZ context.
Digital Learning Environments: A multidisciplinary focus on 21st century lear...Judy O'Connell
As a result of an extensive curriculum review a new multi-disciplinary degree programme in education and information studies was developed to uniquely facilitate educators’ capacity to be responsive to the demands
of a digitally connected world. Charles Sturt University’s Master of Education (Knowledge Networks and Digital Innovation) aims to develop agile leaders in new cultures of digital formal and informal learning. By examining key features and influences of global connectedness,
information organisation, communication and participatory cultures of learning, students are provided with the opportunity to reflect on their professional practice in a networked learning community, and to improve learning and teaching in digital environments.
CORE's ten trends presentation from the Learning at School conference in Rotorua, February 2009. CORE's annual ten trends summary represents a view of some key areas of interest for NZ educators with regards to the impact of ICTs on teaching and learning.
CORE publishes its ten trends annually to highlight issues and themes that will impact on the work of educators in early childhood, schools and tertiary institutions in the NZ context.
A presentation to the Philadelphia Reading Council, a local council of the Keystone State Reading Association and the International Reading Association.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
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In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
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Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
9. We do not talk about ICT any more
It is e-learning (P36 of Curriculum Document)
Teachers are now expected to use e-learning in
developing their own pedagogy
Previously we used Web 1 tools: - paper-based
We did things online to print them off –retrieving
info from the net
Web 2 tools:- e-learning
Communication, user control, creativity,
collaboration, multiple tools, sharing and
contributing
What are you doing in your learning areas that
would be considered e-learning?
10. Which of the following tasks would match with which levels
of Bloom’s Taxonomy?
11. Web 2 tools, wiki,
Creating blogs, podcasting,
video-presenting,
gaming designing,
Evaluating
digital recording,
reviewing, animation
Analysing
Surveying, digital
__________ photography,
Applying publishing
Word –processing,
Understanding tables, email, phone,
image editing
Remembering
52. So is our school system preparing students for work in a future world?
The biggest barrier to change is our mental image of what we think schools should look
like. We still teach what we value as important.
The skills we have historically taught are converging.
Students need to be creative thinkers to help them do things nobody else can,
critical thinkers and
problem-solvers.
(The skills needed to be an effective global citizen.)
How is that reflected in our curriculum development? What should we be doing in the
junior school to prepare students for this?
eg We need to stop students from cutting and pasting from the net. They need to select
and evaluate information
53.
54. While we teach
whatever we
teach at school,
the kids go home
and learn the
skills they need to
survive and
prosper in an
interconnected
global economy.
Clarence Fisher
55. No amount of technology will improve learning without the right level of teacher
commitment and expertise in the use of the technology tools.
We need support both from people who can advise and show us how to use the tools
and form the technical support team who set up the systems in the school.
We need to identify our goals in using the online tools. They need to give “added value”
– to make something possible that could not otherwise have been achieved.
“Technology is only perceived as a valuable tool when it supports valued professional
goals, such as the development of collegial reflective practice and lifelong learning. “
(quoted from “e-schooling. Global messages form a small island”, by R Austin and J Anderson, 2008 P58)
Technology should be used in communicating, creating, researching, calculating, testing,
experimenting, presenting.
It is part of the way we live in the 21st Century
56.
57.
58.
59.
60. No one will thank you
for taking care of
today
if you have failed
to take care of
tomorrow.
Joel Barker
61. With thanks to Scott
McLeod, J.D., Ph.D.
Director, CASTLE
www.scottmcleod.net
For his slides and inspiration
62.
63. The following introduce a more
practical introduction to using
Web 2 tools
Blended Learning and ePortfolios
64. Key terms:
Web 2 tools - very powerful for engaging students
eg youtube video clips, Voicethread , Slideshare, glogster , podcasts, blogspot.com,
wordpress.com, weebly.com, wordle, scratch, prezi, wallwisher, xtranormal.com, quia,
quizlet, BBC schools.com
The use of visual tools is a powerful aid for visual learners. When visual depiction or
animation is combined with text or audio, learning can be more deeply processed. Visual
tools could be video-clips, mind-mapping tools, diagrams, even arrows, boxes and
numbering.
Cloud computing –using a server that is off site (Christchurch)- egGoogledocs, My Portfolio,
Moodle
It is important not to try and use too much
We can start with
A Moodle course - a base for resources, that students can access online at home or at
school
Forums as part of the Moodle – to extend classroom discussion and offer opportunities for
reflection
Blogs – in an ePortfolio as a reflective journal on their progress and as a base to store
examples of best work. These have been proven to focus the learner on their
accomplishments and weaknesses and allow them to analyse them and plan for future
steps
65. Engaging students:
A balance must be maintained between f2f and online work so students don’t die of
“death by powerPoint”
Rules and expectations need to be set up.
ie a clear code of conduct with online work.
Teachers need to explain the purpose of blogging or a reflective journal and how it relates
to their course objectives. They need to model contributions to forums, establishing
ground rules of minimum length and frequency of responses.
A 3 sentence rule has been found to be very successful for participation in blogs or
forums:
Sentence 1 - a response to a previous post
Sentence 2 - an opinion “I believe that…”
Sentence 3 – provide something meaningful with depth of thinking
Research shows that even just telling students to write 3 sentences minimum has gone a
long way toward enhancing critical thinking, interactivity and depth in online discussions.
We also need to teach students the importance of cross-referencing (ie check 3 different
sources –google, wikipedia and answers.com) they must triangulate info to ensure it is
correct
66. A programme in an Irish school called “Dissolving boundaries” has been set up
where teachers plan programmes of joint work between different schools, that
offer opportunities for the exploration of similarities and differences and are
based on collaborative learning.
The interaction between the students helps build key citizenship skills of listening,
clarifying meaning, working towards a common goal and clarifying differences.
Linking schools through collaborative partnerships in e-learning is one of the
more interesting possibilities.
67.
68.
69.
70. The internet is only about 13 years old and the information revolution is
moving incredibly fast. Thought needs to go into what needs to go –we can’t
keep piling more and more onto our plate.
eg A point of debate is writing skills – what they write is more important
than the appearance or presentation.
When you are assessing, you need to know, what you are assessing for.
Are there times when the quality of the response is more important than the
presentation?
71. Skills required in the world of the future are:
Analytical skills
Creativity
Curiosity, effective writing
Synthesis
Innovation
Collaboration
Critical thinking
Global awareness
Entrepreneurialism
Information literacy
Media fluency
Effective speaking
Adaptability
Problem-solving skills
These are skills that allow people to be adaptive in a rapidly
changing world
What opportunities are there in your area to develop these
skills?
72. No generation in history has ever been so
thoroughly prepared for the industrial age.
David Warlick
http://davidwarlick.com/2cents/?p=298 dangerouslyirrelevant.org
73.
74. Blooms taxonomy has been tipped upside-down – so that the majority of the tasks are
in the creating and evaluating phases. It doesn’t mean that we forget about the
remembering and understanding, but it is embedded into the creative tasks
There is a change in focus in pedagogy now to promote
self-directed, student-centred learning, reflective practice,
formative feed-forward assessment with collaborative constructivist working.
The aim is to change student attitudes to learning and encourage them to develop into
life-long learners.
This brand new “information landscape” hasn’t changed since the invention of the
printing press –when only the rich had access to information (Only they could read).
If you could read, you had access to information, but it was very expensive to be a
content creator. Now anyone can be.
We are now side by side with the big information identities as Web2 is multi-
directional.
We are no longer the audience but part of a community.
The web is no longer an info –”push-out” space, where we used to look things up, but
an “interact space”. Students know this and expect it to be interactive.
75.
76. Results: The technology revolution is destroying major aspects of society:
Newspapers, magazines,
TV, radio, music CD’s, (companies are struggling to survive),
Movie theatres, printed books,
(Amazon –say electronic versions of books are outselling hardback already – 1 year
ahead of expectations),
paper maps are now in phones, Real Estate agents,
travel agents, postal service,
banks (-personal banking), medicine,
Students on campus (many are now online) –University of Phoenix 500,000 online
politics (blogs and twitter)
It is an Information Revolution and we need to change or go under
77. The following slides are the feedback from research I carried out amongst the
staff last year, to establish what barriers and concerns existed and how ready we
were as a school to start using new online tools
78. Results of surveys 2010 amongst our own staff
Perceptions and support for online learning
Online learning was seen as:
Good for research and accessing resources at the student’s own pace
Adding more variety to lessons and offering different perspectives and teaching styles and giving
access to resources, eg virtual field trips /expertise /subjects otherwise unavailable
the way to go in order to keep up with the changes in the 21st Century
reinforcing classroom learning and is therefore best as blended learning – a mixture of face to
face and online learning.
many different tools including Moodle, Mahara, and VC – enabling conversations to happen
across a group of people that are not able to meet face to face
79. Issues
• Most staff are very positive towards online teaching but several feel ill equipped to teach this way
or frustration at technology that is unreliable –eg networks not functioning, sites down or technical
hassles.
• For online teaching and learning to succeed it needs to be regular to maintain skills, equipment
must work and back up skills are necessary.
• Some noted the lack of social interaction and need for self-motivation if students were to stay
focussed.
• Another concern was the fact that some students do not have internet access at home, but of
those surveyed over 90% did.
• 100% of those surveyed are interested in finding out about how to incorporate more online learning
and share information with other teachers and schools.
80. Advantages for students were identified as follows
This is the medium they know/expect. Most are more competent in using this technology than the
“old” technology of pens, books, etc
Students are used to integrating it into their life now
It opens minds to a wide range of up to date material
Rural location would be less of a barrier because online learning would give access to most recent
resources
Using computers fosters inquisitiveness, they love using them so they are more engaged
It is ubiquitous. Students can work from anywhere and always have their resources at hand, giving
attention to questions and concerns as they arise and accessing info at their own level
Can be used for reflection and feedback, revision, extension
Parental involvement
It is the way of the future – they need these skills
Less paper
More access to learning area content in a different way
Caters for different learning styles,
81. Disadvantages perceived were:
• They need to be taught discrimination of sites and use.
• E-books –costly
• Lack of personal approach
• Computers/internet not working properly, sometimes not the best use of time
• Social contact can lessen - hence the importance of face to face learning as well. It’s all about a
healthy balance
• Not all students will involve themselves.
• Need to keep them motivated to use the sites
• Literacy skills – difficulties with research and sifting info
82. Blended Learning
• All staff felt that a combination of face to face and online learning was best because of different
learning styles of students and the need for a variety of approaches.
• Face to face is important for immediate feedback and collective or collaborative work also.
• Teachers need to be available to add detail or elaboration to assist understanding and monitor
student progress.
• By guiding students in use of the online resources, time can be saved and as this is a vehicle that
students already use confidently for personal gain, it seems natural that we should be taking
advantage of it.
• It also gives flexibility in learning time for students, and provides extension and revision and
opportunities for interaction with other students around the country (or in the languages dept – in
other countries).
Concerns here really only involved access to the computer suites that can be booked, and the
need for students to learn discrimination in use or choice of information on some sites.
83. Student attitudes
All students involved with video conferencing were confident using equipment
Most find they usually have access to computers when they need it
Nearly all have access at home (5% don’t)
15% don’t have Broadband
40% don’t find it easy to access help, when using the internet in class, but most obtain it
from classmates
All are confident using websites
25% would prefer not to use computers more in lessons
Those who would, would do so
• for online language learning programmes and links to language learners in other towns or
target countries
to provide more info in perhaps a clearer format
to listen to podcasts or recordings of music
for word processing and presentation of work
84. Main problems with using computers more in classrooms were
• The need for more computers for equal access
• Speed
• Several students mentioned that they get sidetracked on different sites
• Some recognised the need to update from windows 2003 to 2007 to access certain
documents and presentation
Aspects of technology that they liked to use when learning were
• Using MP3 players or Ipods to access music while they work. They say it helps them focus
• Using podcasts and other recordings on Ipods to revise – especially in languages.
95% had an Ipod and 40% knew how to download recordings from the computer onto
their Ipods. – a skill I would need them to have.
• DVDs for up to date visuals and computers with data projectors as we do not have ready
access to smart boards
Some of the more traditional teaching/learning methods preferred included
• the use of songs, posters and flashcards to aid memorising and for fun,
• games as interactive and personal ways of working together
• practical hands-on activities
• Many preferred to have the personal approach with the opportunity to get immediate
feedback and social interaction
85. Part B: Resources
Current systems at WGHS
We have 32 bit intel based hardware, Windows xp and server 2003. (This has been updated in 2011) We
have 5 servers running server 2003, 180 PC’s and laptops for staff. Nearly all staff (30) have a laptop through
the 3 year lease programme.
Our network system is Fibre backbone with Cat 5e and Cat 6 outlets. There is also wireless access for the
school hostel, the music department and one or two computers on a wireless port. Our internet provider is
Telecom sina for schoolzone.
Over recent years we have increased the number of computers in the school and have just completed the
building of a new computer block with three rooms of thirty computers. One of these is permanently
timetabled and one is available for booking through the school intranet for classes as required. There is also
another pod of computers in the Janet Frame room off the library that can also be booked for class groups.
Our involvement in a 3 year ICT PD Contract from 2004-6, allowed us access to lots of professional
development across all departments and this increased the confidence and competence of many in using ICT
technology. Data projectors are now used widely and 2 classrooms have interactive whiteboards. There is a
separate video conferencing room used by 9 students and some staff. Almost all classrooms have free-
standing computers or at least a teacher laptop. Very few students work with a laptop rather than paper but
we have had students use a laptop when circumstances prevented them using normal books – eg disabilities.
Laptops and computers are also used extensively in the special needs learning centre.
86. Computer access in our school
Both staff and students have email access and can access the intranet via the web
An education programme is delivered by Netsafe every 3 years, where representatives come to school and talk
to year groups and the public. Student internet access is monitored and checked and all students sign a
cybersafety contract to ensure that internet use is safe and a positive experience for students and staff.
All staff asked said they had access to computers in their room, but most only had one PC and perhaps their
own laptop. Reliability of these computers was very poor, eg slow or unable to access some sites or data.
100% of those asked said they had booked and used one or more of the computer rooms for whole class use,
but it is difficult to get a booking when required, due to increased demand. Bookings were usually in 3-5 day
blocks.
Most people use a computer in their classroom teaching from once a week to once a month.
Individual staff in commerce, English and Maths are using computers every day, while others in the same
departments would use them once a term. Those who did not use them often were frustrated with slow
computers, or the inability to book the computer rooms when needed.
87. Conclusion:
Students do therefore have the ability to access material on the school intranet site from home but this is
only in early stages of development and a Moodle site such as Educo would offer more flexibility. There is a
need for more computers or more bookable computers- and perhaps new computers to replace unreliable
ones, but more technical support would help here. The idea of class sets of laptops has also been mooted.
Mid-Tech Scenario
After reading Ko & Rossen’s article, Teaching Online, A Practical Guide of 2001, it is clear that we
fit into the mid-tech scenario, as most of the points mentioned apply to us.
Our website has links to other sites and is run by a webmaster, we have our own intranet system
which could lift us into the next category (high-tech), but this is used to varying degrees by all staff
and students at this stage and its possibilities are still being explored. It is used very successfully as
an information board and for logging computer problems, but departments are only just beginning to
use it for student work. We are progressing towards a high-tech resource level through involvement
in the SCD project and new partnerships but do not have an online delivery partner or the computer
access of this level. We have four computer labs, 2 of which can be booked for class use and the
others may be accessed by arrangement. We have network cabling but our links with the internet
are not always reliable. Our students all have internet access at school, if not at home, but the
access is not always fast enough to meet requirements.
88. Very few staff belong to an e-cluster group, but there is online help and there are teacher links
online for History, Commerce, ICT, Languages and English teachers and those involved with
VC classes as part of the Aorakinet.
Only five replies indicated that they had used a Moodle site for a course before and most of
these were for their own PD or study. Those who had, were in the English, and Languages
departments, while another had used a Moodle site for courses in another school.
We do have a school intranet and have had PD on using this to provide support and resources
that can be accessed by students, as on a Moodle site, but it was interesting how few are
actually using it for this. Only 2 staff indicated that they are putting documents on the school
intranet for students to access. Some departments are, however, working with the ICT dept to
create department web pages that may develop this idea further
This information highlighted a need for PD in how to use sites such as Moodle and to search out links for
support for different departments.
Another priority would be to get more technician support if we were to try using computers/ online work
more in the future – perhaps a technician who could also offer PD
89. Key hurdles identified by staff before it would be possible to integrate more online
learning are:
Access to reliable, fast(er) computers and another bookable room of computers “Everything
must be accessible and always accessible or it cannot be used successfully”
Time to put together resources
PD- how these things work –set-up, management, development of documents and
suggestions of how it could be integrated into current programmes,
Need for a Tech-Angel support system
a united approach by all teachers; “if we had more teachers using the intranet, students would
value it more” and “a school wide vision of what we need and where we are heading with
technology”
More regular or permanent technician access
A need for students to have memory sticks to keep files alongside e-portfolios
Conclusions: main needs for resources included
A full time technician or better technical support - this was identified by many
Targeted training for staff in areas they select
A school wide strategy -This doesn’t need to happen overnight, but with a medium to long term
directive
Fast broadband, increased bandwidth
Newer computers in rooms and more Smartboards
Newer operating system – more regular updating so that new interactive sites will work
efficiently
Review of blocked sites eg Pictures on Wikipedia blocked by the school but are needed in
Geography
As a result…http://remoteaccess.typepad.com/remote_access/2005/11/educational_lea.htmlIncrementally changing our teaching methods, slowly bringing people up to speed . . . worked fine when ideas of literacy and education were not rapidly changing; but they are. We need to be able to leapfrog in our understandings, in our methods, and in our tools, allowing us to move to where the kids are. If we do not become leaders to our students, we will be followers, seen as irrelevant, and left to cry in our books.
Licensed under a Creative Commons attribution-share alike license.http://creativecommons.org/licenses/by-sa/3.0Scott McLeod, J.D., Ph.D.dangerouslyirrelevant.orgschooltechleadership.orgdangerouslyirrelevant.org/contact.html
Scott McLeod –of “Shift Happens”. – “our 1st goal in the new information landscape is to help students to be societally functional and to master this information landscape and be economically productive.”