David Major - Handheld Learning 2008
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David Major, Redcar and Cleveland LA, ICT Adviser for Schools and Manager of RaCIT. Presentation at Handheld Learning 2008 - Breakout Session sponsored by RM Plc
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Multimodal Fluency: Classroom to the Cloud
The document discusses various topics related to multimodal fluency and learning in the digital age including:
- The need to ground online learning in learning theory and pedagogy to ensure effective design.
- Different models of cloud computing like Infrastructure as a Service, Platform as a Service, and Software as a Service.
- The importance of developing skills like information literacy, digital literacy, and interpersonal skills for learning and survival in the modern world.
- Various teaching strategies like inquiry-based learning, problem-based learning, and constructivism that can be used with digital tools.
- The use of tools like Google Sites, Flickr, Animoto, and WordPress to support constructivist and problem-based
Creativity and Tech Integration
This document discusses creating a digital learning environment by integrating technology into the classroom. It provides a taxonomy for levels of technology integration, from students as passive observers to active creators. The levels progress from observing technology, to incorporating it to increase productivity, to producing with a single tool, exploring prior to instruction, collaborating, applying multiple technologies, and creating by making informed choices about content and tools. Examples are given for moving between levels. Planning tools are suggested, like curriculum maps identifying 21st century skills and technologies. The performance indicators of the NETS standards can provide guidance. Assessing technology projects requires considering curricular goals, skills, and the technology component.
Updating Ict Schemes 4 Strands Of Ict
The document discusses the importance of ICT skills for pupils in key stage 2. It covers four main strands of ICT study: finding information, developing ideas, communicating information, and evaluating. Within each strand are subtopics that help pupils understand how to effectively use technology to gather, analyze, present and judge digital information and concepts. The goal is for pupils to leave key stage 2 with confident, creative and productive ICT skills that will support their learning and lives.
Updating Ict Schemes 4 Strands Of Ict
The document discusses the importance of ICT skills for pupils in key stage 2. It covers four strands of ICT study: finding information, developing ideas, communicating information, and evaluating. Within each strand are topics like searching for online information, creating presentations, and understanding how to judge the quality of digital work. The document emphasizes that ICT skills are essential for modern life and that pupils should understand both the technical and safe/responsible use of technology.
Why blended learning and e portfolios
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.
My portfolio in educational technology
The document discusses the author's portfolio on educational technology, including definitions of educational technology, perspectives on how it can be used, tools like Dale's Cone of Experience and the computer as a teacher's tool, how the author has learned through educational technology applications in their class, and their views on the importance of technology integration for future educators to engage 21st century learners. The author advocates for teachers to think of technology not as specific applications but as verbs to support presenting, sharing, and communicating information.
KTI15 SAMR and TPACK
This document discusses frameworks for integrating technology into teaching and learning, including SAMR and TPACK models. It emphasizes the need for students to develop digital skills to be successful in the digital age. Various strategies are presented for instructional design, including differentiating instruction, project-based learning, and assessing students' technology skills along with content mastery. Tools are introduced to help map curricula to frameworks and plan technology-integrated learning activities that increase cognitive engagement.
Ess presentation
Tania Kerr, Erica Smith, Michael Smith, and Sarah Turner created a professional development package on digital portfolios. They define a digital portfolio as an electronic collection that demonstrates a student's learning journey and supports assessment. Digital portfolios should be used for assessment of learning, not just assessment of skills or knowledge. The package provides examples of how digital portfolios can be implemented and considerations for their use, such as purpose, technologies, and logistics.
21C Journey at LCHS
The document discusses Lacombe Composite High School's journey in implementing student-owned devices and changing pedagogy to a 21st century model over the past two years. It summarizes how they built awareness with parents, students, and staff, addressed concerns, and encouraged tools like social media. Key aspects included the coach's role in building relationships and mentoring teachers, modeling skills, focusing efforts in one department initially, and addressing issues like the implementation dip and digital citizenship. Advice is provided on planning stakeholder support and going slow to make big changes.
Future Digital Learning - FTHarrogate Conference
Slides from the Future of e-learning and social media workshop from the #ftharrogate conference in Harrogate on 17th July 2013.
Integrating ICT In To The Curriculum
The document provides guidance for teachers on integrating information and communication technologies (ICT) into the curriculum. It recommends starting by identifying how ICT can support existing curriculum outcomes and tasks. Teachers should learn about available ICT tools and get support from coordinators and other teachers. ICT can help students develop 21st century skills like critical thinking, problem solving, communication and collaboration. The document outlines the information inquiry process and how ICT can support research assignments, digital portfolios, and online learning. It also discusses teacher professional learning and student safety online.
Foundation and Key Stage 1 ICT
The document discusses improving and innovating ICT use in Foundation Stage and Key Stage 1. It covers health and safety guidelines for computer use by young children, statutory ICT requirements, appropriate applications to support learning across subjects like literacy and numeracy, and how ICT can be used to show progression in skills like programming robots and handling data from Foundation to Key Stage 1. Examples are given of applications like Beebots, 2Create a Story and Clicker 5 that engage students and meet curriculum goals.
Integrating digital literacy and inquiry learning
This session overviews 21st century learning, digital literacy and how these are place within an inquiry learning process. It presents an approach for teachers to consider as one way to embed digital literacy in an inquiry classroom.
Finding Great Tech For Teaching
This training developed for The Literacy Cooperative of Greater Cleveland. It will:
Whet your appetite for using technology and media in your literacy program.
Ask you to select at least one awesome tech learning object.
Provide time and a template to create a integration plan to use your chosen tech learning object right away.
Digital skills and practices
Digital skills allow people to effectively understand and interact with the digital world by consuming and producing digital content. There are five key areas of digital skills: ICT skills to use devices and programs; information skills to find and organize data; media skills to create and understand different media; communication and collaboration skills to work with others online; and learning skills to study effectively using technology. Mastering these digital skills enhances lives professionally, academically, and personally.
Digital skills and practices
Digital skills allow people to effectively understand and interact with the digital world by consuming and producing digital content. There are five key areas of digital skills: ICT skills to use devices and programs; information skills to find and organize data; media skills to create and understand different media; communication and collaboration skills to work with others online; and learning skills to study effectively using technology. Being digitally literate enhances lives professionally, academically, and personally.
Gail lovely techfortots FETC 2011
This document discusses using technology to enhance early learning for children under 8 years old. It provides management strategies and recommendations for selecting educational websites, applications, and tools that make technology-integrated learning fun and doable for young students. Specific online resources are shared for creating, collaborating, and project-based learning. The document also offers tools and rubrics to help teachers manage technology use and provide structured expectations for students.
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The document discusses how the UK has been equipping teachers with laptops for a decade and more recently PDAs to help develop teachers' ICT and mobile computing skills. It notes that 60% of UK teachers now have laptops and 1000 trainee teachers use PDAs. It praises this as a brilliant strategy for supporting educators and ensuring they can explore new learning strategies for students.
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Sally Drummond
The document discusses a new flexible learning program in Victoria that includes literacy, numeracy, personal development, and work-related skills courses. It also describes a digital mini film festival for youth where one-minute films are shared between mobile phones using Bluetooth technology. Research was conducted on using this Bluetooth technology, called BlueZone, to transfer educational content to mobile devices within a 100m range. Findings showed it was successful in transferring files to different mobile brands and models within 10m. Recommendations include using this technology for campus activities, events, and sharing educational resources with students.
Robert Heath, Barcroft Primary School
The document discusses using an electronic Record of Professional Development (eROPD) with PebblePad instead of a traditional paper-based system. A pilot project was conducted with 10 PGCE students to produce their ROPD electronically. Some benefits found so far include having access anywhere at any time, ability to include different media types as evidence, and no large paper folder to carry. However, it also takes time to set up profiles correctly and training is needed for students on using the technology. Overall the eROPD approach shows potential but still has areas for improvement.
Kathryn Trinder - Virtual Worlds in Learning
The document discusses Glasgow Caledonian University's (GCU) presence and activities in Second Life, including:
1) GCU initially created a 6-month project to develop a presence in Second Life for marketing purposes.
2) GCU now hosts weekly evening classes and competitions to explore using 3D virtual worlds for learning and teaching.
3) Activities include students and staff building virtual simulations, social hubs for networking, and informal skill-building classes.
4) Ongoing research is evaluating virtual learning communities and how to increase staff engagement with the platform.
Chris Deering - Handheld Learning 2008
Chris Deering, Chairman, Codemasters. Opening session presentation for Game On! at Handheld Learning 2008, London
Graham Francis
Havering Sixth Form College has been operating since 1991 with over 2,200 students and 200 staff members. Graham Francis has worked at the college since 2000 and helped establish various e-learning projects including using Asus EEE PCs, iPods, Sony camcorders, and Garmin GPS devices to support subjects like languages, sciences, and geography. Students provided positive feedback on the portable devices and their use expanded to include individual learning, classroom activities, and field trips.
The Role Of The Teacher In 25 Years Time - Keri Facer
The document discusses reimagining teaching in the 21st century and challenges some assumptions. It outlines major technological trends that will shape education over the next 25 years, including ubiquitous computing, massive computing power, mixed reality, immersive experiences, brain-computer interfaces, and complex systems. These trends will challenge conceptions of knowledge, learners, tools, places of learning, and raise environmental and ethical issues. The document calls for reimagining education around meaningful real-world problems, diverse experts, and fluid learning across contexts with multiple forms of assessment. However, it notes education has remained largely unchanged despite long-standing calls for reform, and examines underlying assumptions that prevent change.
Michael Kasloff
The document discusses an mCLASS reading assessment tool used in the UK to help teachers diagnose students' literacy strengths and weaknesses, guide instruction, and monitor student progress. A pilot program was conducted in 3 schools in Wolverhampton with 9 teachers assessing 15 students in each class. Teachers found the tool provided immediate results and visual feedback, improved literacy, and yielded assessment data more efficiently than traditional methods.
Gareth Frith
ALPS is a collaboration between 5 universities aiming to develop mobile learning and assessment tools for students in health and social care fields. It recognizes that learners need to be connected to information in practice settings and that mobile devices can enable learning experiences that are active, autonomous, flexible and collaborative. ALPS has created common competency maps in areas like communication, teamwork and ethics to guide assessment on mobile devices, which can then capture evidence and reflections from practice and integrate with ePortfolios. Initial feedback from students on the mobile assessment approach has been positive.
Mike Sharples
Professor Mike Sharples, Director, LSRI, University of Nottingham, presentation at Handheld Learning 2008, London
Laurie O'Donnell
The document discusses two philosophies of education:
Philosophy A views education as broken but fixable through technology and targets, while Philosophy B sees it as a long-term investment requiring teacher support. It provides examples of projects by Learning and Teaching Scotland that apply Philosophy B, such as the Glow national schools intranet and Scottish Learning Festival conference, and argues educational change requires long-haul development of teacher skills with technology as just one part of their work.
Geoff Foot
The document discusses how mobile technologies can benefit learners with disabilities and learning difficulties. It presents 12 case studies that show how mobile learning (m-learning) has enabled, motivated, and helped to maximize the capabilities of learners. The case studies feature examples of learners using smartphones, mobile DVRs, digital voice recorders, and games consoles to extend their skills and increase engagement in education. The document also provides resources for those looking to implement inclusive mobile learning programs.
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David Major - Handheld Learning 2008
- 1. St. Mary’s Minibook Project Exploring the Potential T C I C & R
- 2. Exploration of technology in a learning context needs pioneers. Partnerships across practitioners and providers is key to this. T C I C & R
- 3. A School by day – a church by night Very few resources Re-inventing the wheel everyday Keeping learning journeys on track T C I C & R
- 5. Allow the staff to explore the ‘Minibook’ Meet with staff to gather feedback How did the minibook work? Operating system? What resources did the minibooks have? Could these support learning? How? ‘ Learning together’ – children, teachers, consultant, school technician Begin to identify learning possibilities Explore the ICT device Initial Exploration T C I C & R
- 6. Question whether the teachers would have the ‘readiness’ to explore this learning tool? Willing explorers of change in learning styles? Would there be any safety implications (E-safety, health) to be considered from children / teachers using this device? Identify key benefits in terms of supporting learners. Investigate whether the school’s current ICT learning resources could be accessed using this device. The minibooks would provide the children with ICT learning experiences. RM Maths? The school network – shared area, my work? Espresso? Learning Platform? Sharing ideas and discussion Individual learning device- size Sharing devices Safety and E-safety Further disruption to learning Pressure of expectations Opt out clause T C I C & R
- 11. Screen size Being able to create ‘users’ Longer battery life – 6 hours Greater memory V network V learning platform Open- office software supported children as ‘creators’ to some degree. Learning tools alongside the technology researchers explorers educators creators producers Packages need to have some of the expected functions common tools and transferability with ease Storage of devices to be more considered Discoveries – the technology T C I C & R
- 13. What have we learned? T C I C & R
- 14. How will we record our journey and measure its impact? Define your intentions and produce an action plan with stakeholders. Decide on an ‘optimum’ time for the project . What kind of training model will you need to design for teachers, children, parents? What is a feasible time-scale for the project? Legal advice on contracts? Investigate procedures for procurement? Share ideas for the project with all potential stakeholders, including next education phase. ‘ Setting the project up for success’ Who do we need to actively support the project ? Additionally to make the technology work? ‘ Readiness’ to explore this learning tool? Willing explorers of change in learning styles? Sustainability? E-safety implications? Learning possibilities ? Explore?
- 15. ? T C I C & R
- 16. Handheld Learning is Hand - over Learning Teachers become guiders and facilitators of learning Learners in the 21 st century need 21 st century learning tools, environments and educators to provide them with creative challenges that give them the freedom to think about their own personal solutions. T C I C & R