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![“By the end of schooling, the majority of
Australian students show little interest in
[STEM] discipline areas and have no plans to
continue study or work in them; many refer to
these disciplines as boring”
Newhouse (2017)](https://image.slidesharecdn.com/kununurradigitaltechnologiesv2-170128151619/75/Digital-Technologies-Kununurra-34-2048.jpg)
![How is coding different
from programming?
Programming
is a form of problem
solving that designs
solutions to create
software and use data
Newhouse (2017)
Coding is the sets of
instructions for the
[computer] processor](https://image.slidesharecdn.com/kununurradigitaltechnologiesv2-170128151619/75/Digital-Technologies-Kununurra-58-2048.jpg)
Uploaded byDaniel M Groenewald
Digital Technologies (Kununurra)
The document discusses the importance of integrating digital technologies into education, emphasizing the need for students to develop technical and problem-solving skills to thrive in an increasingly digital world. It outlines the digital technologies curriculum and the distinctions between it and ICT capability, suggesting that educators should utilize various learning technologies to enhance teaching methodologies. Additionally, the document highlights challenges in education, such as student disengagement and the need for innovative approaches to teaching that address the demands of the digital economy.
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Digital Technologies (Kununurra)
- 1. Digital Technologies in context @CathDigLearn#cewapl#kununurra DanielGroenewald Digital Transformation Consultant CEWA Groenewald.daniel@cathednet.wa.edu.au @d_groenewald
- 2. We respectfully acknowledgethe past and present traditional custodians of the land, the Miriwoong Gajerrong. We recognise the strength and resilience of the people and pay our respects to the Elders of today, those who have gone before us and the Elders yet to come. Acknowledgement of Country
- 3. Lord, we are meetingtoday to conduct matters of business. Guide our hearts and our minds in the spirit of fairness, right thought and speech. Impart your supreme wisdom upon our activities so that our affairs may reach a successful conclusion. Thank you for being our source of guidance today. Amen
- 4. What are welearning today Why technology in education matters What’s in the Digital Technologies Curriculum The best methods to leverage digital technologies to enhance curriculum and pedagogy
- 5. Success Criteria Fun, confidenceand insight Understanding of the Digital Technologies Curriculum Capacity to plan confidently for its use
- 6. and love theoxygen Pedagogy is the driver, technology the accelerator, culture the runway, team play the engine, content the vehicle #deeplearning
- 7. What technology isworking well for you in teaching or life and why? https://goo.gl/7Rlojk
- 8. Social Context: 8:20am –9:20am
- 9. What technologies in this clipalready exist in our world today?
- 10. Pic Bruno, Luca:The faithful gather in 2005 near St. Peter's to witness Pope John Paul II's body being carried into the Basilica for public viewing. http://photoblog.nbcnews.com/_news/2013/03/14/17312316-witnessing-papal-history-changes-with- digital-age: Accessed Jan 26 2017
- 11. PIC: Michael Sohn/ AP: For anyone who has ever been to a concert, the photo at bottom, taken Tuesday night as Pope Francis made his inaugural appearance on the Vatican balcony St. Peter's Basilica at the Vatican, on March 13, 2013. http://photoblog.nbcnews.com/_news/2013/03/14/17312316-witnessing-papal-history- changes-with-digital-age: Accessed Jan 26 2017
- 12. Click me to seemore What do we need to teach our kids about this technology? If we don’t, who will? How would you teach this?
- 13.
- 15. UBERAirbnb Tesla Outsourcing Facebook Automation Globalisation eBay Amazon Technological change hasdisrupted modern life Pokemon GoVirtual Reality Linkedin Snapchat Twitter Quantified Self Constant Notifications and updates drones Surveillance
- 16. “The culture ofconstant connection takes a toll both professionally and personally. We waste time, attention, and energy on relatively unimportant information and interactions.” Harvard Business Review, June 2015: 110 The Scourge of Technostress
- 17. Australia’s digital economyis growing rapidly.
- 18. $50 Billion $79Billion Source:Deloitte-Australia’sDigitalPulse: Keychallengesforournation–digitalskills,jobsandeducation(2015) 2013-142011 Source:CommitteeforEconomicDevelopmentofAustralia -Australia'sfutureworkforce?(2015)
- 19. Source:Deloitte-Australia’sDigitalPulse: Keychallengesforournation–digitalskills,jobsandeducation(2015) Source:CommitteeforEconomicDevelopmentofAustralia -Australia'sfutureworkforce?(2015) 5 million Australianjobs are predicted to be replaced by computers by 2025
- 20. Source:Deloitte-Australia’sDigitalPulse: Keychallengesforournation–digitalskills,jobsandeducation(2015) Source:CommitteeforEconomicDevelopmentofAustralia -Australia'sfutureworkforce?(2015) Between 2013 –2014 Australian companies imported 19,000 ICT workers Newhouse 2017; Deloitte
- 21.
- 22. How can wehelp our children flourish in The Digital Age?
- 23. Many blue andwhite collar jobs have been absorbed by technology and globalisation.
- 24. A new kindof human is being fashioned: homo technicarum? Do we turn our backs or join in?
- 25. Educational context: 8:50 -9:20 http://today.io/1mvRq
- 26. Gamification Robotics Coding STEM Learning Spaces Learning analytics Flipped learning 3D printing Adaptive learning Telepresence Maker spaces Wearables There’sbeen an enormous growth in learning technologies. Artificial Intelligence Virtual Reality Cloud collaboration Online learningInformal learning Augmented Reality Virtual Assistants Digital Badging
- 27.
- 28. HOBART DECLARATION 1989 ADELAIDE DECLARATION AUSTRALIAN CURRICULUM 2009 MELBOURNE DECLARATION 20111999 TECHNOLOGIES CURRICULUM 2018 An understanding of therole of science and technology in society, together with scientific and technological skills Be confident, creative and productive users of new technologies Young people need to be highly skilled in the use of ICT…there is a need to increase their effectiveness Students need the knowledge, skills and confidence to make ICT work for them at school, at home, at work Society needs enterprising students who can make discerning decisions about the development and use of technologies 1990 MLC first laptop program in the world 2010 arrival of The iPad 1993 public Internet in Australia 2016 Consumerization of Virtual Reality 2020 Mainstreaming of Online learning and Artificial Intelligence Bots as Apps 2009 Digital Education Revolution
- 29. Confusing results “PISA resultsshow no appreciable improvements in student achievement in reading, mathematics or science in the countries that have invested heavily in ICT for education” (PISA: 2015, 15)
- 30. “None of thepotential benefits of ICT used can be realised without appropriate and skilled implementation” Professor Paul Newhouse (2017) “STEM the Boredom” Edith Cowan University (WA) The Centre for Schooling and Learning Technologies (CSaLT).
- 31. Implementation dips Technical infrastructure took manyyears to get right
- 32.
- 33. We have wickedchallenges ahead Automation and globalisation have absorbed many jobs Many students are bored and disengaged The economy demands different skill- sets to what schools provide Many teachers are alienated, fatigued and time poor Educated youth are unemployed Schooling, as a set of legacy structures, tends to discourage creativity and reward conformityParents cohorts are increasingly demanding Our world requires creative solutions to difficult problems For context, see Mike Fullan, NPDL (2016); Ken Robinson, “Schools Killing Creativity” Schwalbe, The Fourth Industrial Age Kevin Kelly, The Inevitable Newhouse “STEM the Boredom” (2017)
- 34. “By the endof schooling, the majority of Australian students show little interest in [STEM] discipline areas and have no plans to continue study or work in them; many refer to these disciplines as boring” Newhouse (2017)
- 35. Welcome to 2028.My name is Lucas. I am 28 years old. I manage a number of farms in Kununurra both remotely and on premise. I program, manage and maintain the drone swarm which water, weed, fertilise and deliver crops . I work in a small team that services East Asia. There is an enormous demand for our protein enriched organic silver beet. I am grateful to my teachers at … because they taught me how to … Accessed Jan 31Pic: http://keyconversationsradio.com/wp-content/uploads/2011/10/Blacks-in-technology-web.jpg
- 36. Discussion What do kidsneed to succeed in today’s world and beyond? https://goo.gl/6dHHHn
- 37. Comfortable in and throughchange Adaptive and agile Digitally discerning Be genuinely Collaborative Learn continuously Produce new media Socially intelligent Creative and dynamic Problem seek and solve Be an expert and apprentice What do students need to succeed in the digital Age? Growth mindset Be customer facing Operate entrepreneurially Learn deeply Self direct learning Work with others to find and solve real problems Find the truth in the noise Relate well to many cultures persevere Leverage digital tools and platforms Learn deeply Develop character and virtue
- 38. I can learn anywhere, anytimeand at the point of need I can access the best that has been thought and done I can collaborate with peers and learn from anyone I can find things relevant to me I enjoy Interactive, rich visual and audio resources that excite and inspire I can listen to and observe lessons more than once My world is changing and I need these skills to live a good life Why I like using technology in education
- 39. For better orworse, our world has irrevocably changed. It’s a world that is highly digitised. To manage this world, our kids need to understand the digital mechanics behind it.
- 40. We want ourkids not to be manipulated by the digital world but to manipulate it. We are not asking all our kids to become computer programmers –but to know that their work and civic life will be digitised and to provide an opportunity to participate in that
- 41. At the endof their school life, our kids should have the technical and thinking skills to solve problems that people are willing to pay for. Their best chance at getting these skills is through us - their teachers.
- 42. The Curriculum requires usto teach them in two areas that address the digital world – The ICT Capability (2011) and The Digital Technologies Curriculum (2018). It’s cool if you are not expert in these areas – few teachers are – you just have to work with colleagues to provide kids the right experiences in digital curriculum.
- 43.
- 44. Curriculum Why is technologya general capability? What’s in the Digital Technologies curriculum? How is it different from the ICT capability?
- 45. Numeracy Critical & Creative Thinking Ethical Behaviour Personal & social capability Investigating Literacy Intercultural understanding Communicating Creating Applyingsocial & ethical protocols Managing and operating ICT ICT Capability English Health/PE HASS Sciences The ArtsLanguages Maths Technologies The Curriculum and ICT CAPABILITY Values (RE) Repairing our relationship with Aboriginal Australia
- 46. So what doesICT capability look like at the end of Year 2..? Applying Social & Ethical protocols Students comment online on a class video accurately, thoughtfully, respectfully Use ICT to safely share ideas Identify and safely operate computer for learning Investigating with ICTs Communicating with ICTS Creating with ICTs Recognise that people create and own digital content Students use software to present survey data in a list, chart or pictograph in Maths or Dig Tech Students use colour coding and drawing to show a timeline in HASS Managing and Operating ICTs Students make an information report and identify and acknowledge where the information came from Experiment with ICT to modify data for a particular audience Use ICTs to identify, record and classify information While word-processing, students Identify basic hardware – e.g. mouse, keyboard, monitor – and use it efficiently
- 47. “In general, theICT general capability represents the minimum requirements of understandings and skills to be discerning users of ICT. “ Newhouse (2017)
- 48. “The Australian Curriculumhas a technologies curriculum area that includes a Digital Technologies subject. This subject is focused on creating digital solutions and has key concepts underpinning learning: “ interactions and impacts Abstraction Data collection Representation and Interpretation Problem Specification Algorithms and Implementation Digital Systems, (Newhouse 2017)
- 49. Abstraction Algorithm Design Computational Thinking (via literacy) Decomposition Pattern Recognition Many adverbsend in”ly” Instructional texts begin with imperative verbs “put” If I’m a greeted, hello, how are you, I respond, well, how are you A story has setting, characters, a key problem, and a resolution Breaking down a problem into its parts Observing patterns Developing instructions to do jobs Identifying general principles in patterns
- 50. Solving problems withDesign Thinking Empathise Define Ideate Prototype Test What’s going on here? How about tyres with chains Your tyres slip on the snow How about tyres with chain links that cut into the snow This is working!
- 51. How is ICTCapability different from Digital Technologies? Specific computer science skills Work-life efficiencies General productivity Always integrated Can stand alone as a subject Solving specific problems with computational and design thinking Effective users of digital technologies Confident developers of digital solutions
- 52. Designing Producing and Implementing Evaluating Collaborating andmanaging Investigating and defining The process of implementing digital solutions investigating and defining The nature and properties of data, how they are collected and interpreted Digital Technologies Provides practical opportunities to use design thinking, computational thinking and information systems to develop innovative digital solutions and knowledge addressing contemporary challenges Knowledge and understanding Digital Systems Representations of Data Digital implementation Collecting, managing and analysing data Creating Solutions by Processes and production skills Digital Systems (hardware and software and used for an identified purpose Data can have patterns and be represented and used to make simple conclusions StrandsTeachers select content from here Design and Technology Technologies (P-8) Learning Area Subject Sub Strands Society needs enterprising students
- 53. Adapted from SCSA:Jan 30/2017: http://k10outline.scsa.wa.edu.au/__data/assets/pdf_file/0018/321714/Advice-on-Time-Allocation-2016.pdf Suggested Curriculum Time Per Week Learning Area Subject Pre Primary – Year 2 Years 3 - 6 Years 7 - 8 Years 9 - 10 English 6 6 3 3 Technologies (2hrs) Design and Technologies 1 1 1 1 Digital Technologies 1 1 1 1 How much do we need to teach?
- 55. Peruse the site:lesson plans and resources Visit http://www.digitallearningcewa.com/ Task: Tell us one thing you found useful about the website and one thing you’d like to see on it: CEWA’s Digital Learning Website Tweet @cathdiglearn Include #cewapl at the end of your tweet
- 57. Hop Scotch Code 1.Find/Make a hop scotch grid 2. In a group of 4, using symbols you make up, make one group member travel up and back the hop scotch grid. 3. Write out your list of commands (algorithm) and ask another member to follow your algorithm 4. When finished, complete this online coding activity in a pair: https://goo.gl/XaEm9Q 5. As a group discuss what aspects of the Digital Technologies curriculum has been covered and how you might apply a similar approach in your classroom to solve a real problem.
- 58. How is codingdifferent from programming? Programming is a form of problem solving that designs solutions to create software and use data Newhouse (2017) Coding is the sets of instructions for the [computer] processor
- 59.
- 60.
- 61. https://csermoocs.appspot.com/f6foundations Task: Working ina pair, complete task 1 (30 mins) The Best Things in life are still free: Digital Technologies @ CSER
- 62. • What dowe most need to do now? In summary • We have the technology • We have the curriculum mandate • We have exemplary practices
- 63.
- 64. Methods for teachingwell with technology:
- 65. • What dowe most need to do now? In summary • We have the technology • We have the curriculum mandate • We have exemplary practices
- 66. We need toconsider the ways in which ICT may be used to enhance the learning environment by… • Investigating real problems and data; • Building knowledge • Promoting active learning • Supporting authentic assessment • Engaging students by motivation and challenge;
- 67. • Providing toolsto increase student productivity • Providing scaffolding to support higher level thinking; • Increasing learner independence • Increasing collaboration and cooperation • Tailoring learning to the learner • Overcoming physical disability (Newhouse 2017) We need to consider the ways in which ICT may be used to enhance the learning environment by…
- 68. Traditional Approaches toEd-Tech pedagogy – Primary TECHNOLOGY CONTENT KNOWLEDGE PEDAGOGY
- 69. Traditional Approaches toEd-Tech pedagogy – Secondary TECHNOLOGYCONTENT KNOWLEDGE PEDAGOGY
- 70. It is noteffective to add new technologies on to old things or existing curricula. Start with a new blueprint and explore how technology can enhance learning content and change instructional practice
- 71. “Ideally, we shouldaim to assess what we want students to learn and be able to do; not just what they can write on paper…We see digital forms of assessment as part of the solution, whether these are portfolios, production exams, performance tests, or digitally recorded performances” Reforming Curriculum Design and Assessment
- 72. • Identify potential(challenge/boredom) • Select appropriate software • Organise access • Select appropriate implementation model • Manage the implementation • Evaluate the success Make IT Happen using these steps (Newhouse 2017
- 73. TPACK+CAPb TECHNOLOGY PEDAGOGY CONTENT KNOWLEDGE TPACK withadaptions: Mishra and Koehler (2006) 21ST C General CAPABILITIES Investigating Communicating Creating Applying social & ethical protocols Managing and operating ICT ICT Critical & Creative Thinking Personal & social capabilityIntercultural understanding
- 74. DIAGNOSIS ENGAGEMENT BUILDING KNOWLEDGE TRANSFORMATION PRESENTATION REFLECTION THE DIGITAL LEARNING AND TEACHING CYCLE Socrative TedTalks Edpuzzle Explain Everything Powtoons Blog DGroenewald (2016): Adapted from K. Love et al, BUILT: 2003 Pedagogical flow Apps at pedagogically appropriate stage of learning
- 75. REDEFINTION E MODIFICATIONE AUGMENTATION SUBSTITUTION E TRANSFORMATION ENHANCEMENT TheSAMR Model Ruben R. Puentedura, Transformation, Technology, and Education. (2006) Online at: http://hippasus.com/resources/tte/ PDF with hyperlinks Imovie PDF Weebly Tech acts as a tool substitute with no functional change to task Tech acts as a tool substitute with functional change to task Tech enables improvement in task design Tech enables significant improvement to task in a way that was inconceivable in the paper based world
- 76. Instructional work flow Activity GeneralCapability ICT Capability Element ICT tool SAMR level Learning Aras intention/focus By the end of this lesson, students will be able to identify Diagnosis Engagement Building Knowledge Transformation Presentation Reflection Creating and evaluating a lesson/unity with ICT DGroenewald:AdaptedfromK.Loveetal,BUILT:2003
- 77. Lesson evaluations using SAMR Getinto groups of four, access the resource on the next slide and complete the activities.
- 78. Group 1 https://goo.gl/YFc1sk Group2 https://goo.gl/lZ5nQo Group 3 https://goo.gl/7Skvz0 Group 4 https://goo.gl/EF75va Group 5 https://goo.gl/7JLN1H Group 6 https://goo.gl/RertvU GroupLinks
- 79. Ingredients of 21st centurypedagogy
- 81. and love theoxygen Pedagogy is the driver, technology the accelerator, culture the runway, team play the engine, content the vehicle #deeplearning
- 82. Maximising student choiceover what they learn and how they learn supercharges motivation and sustains positive learning behaviors Project-problem based Content Knowledge Pedagogy Autonomy Technology ENGAGEMENT Making teaching and learning choices that connect with the elements of DDLD is critical to effective instruction Strong learning area specific expertise that is curricula compliant advantageously fast tracks scaffolding and targets key skills and knowledge more effectively Effective deep learning cuts across learning areas through project based learning tasks that investigate real and relevant questions and assess learners on authentic outputs Groenewald 2016 Key ingredients of deep learning Competencies Engagement Wellbeing Belonging The 6 Competencies that realise deep learning are creativity, communication, citizenship, critical thinking, character and collaboration Effective planning with/for technology capabilities increases engagement, collaboration and access to skills and knowledge Learning contexts that engage, excite, enthuse, personalise and challenge are the foundation of effective sustained learning
- 83. Communication Source: Fullan andQuinn, Coherence: NPDL 2016 Creativity Critical Thinking Collaboration Citizenship Character The 6cs The 6 Competencies of Deep Learning Critically evaluating information and applying it Problem seeking and solution thinking Work together well and develop others to achieve common goals. Effective expression with tools of the Age Thinking like a global citizen and understand ’real’ diversity Seek deeply with perseverance
- 84. http://www.danielwillingham.com/uploads/5/0/0/7/5007325/2882821_orig.png Adapted from thework of Dale Edgar and The Cone of Experience Lecturing Teaching Others Doing Discussion Reading Demonstration 30 % 10 % 20 % 90 % 75 % 50 % Instructional experiences that encourage retention 5% Listening
- 85. 85 The pedagogy ofthe cave
- 86. Deep Learning UnitExemplars Our stories, our community Social Justice Art The science behind super heroes
- 87. Deep Learning UnitExemplars Little Scientists Earth and Space Sciences
- 88. Using Deep LearningAssessment Matrices Rule 1. You must complete all the shaded activities. Rule 2. You must complete another 4 activities. They must not be in the same column or row. Rule 3. Choose a partner and complete another activity that neither your of you have completed.
- 89. Word Logic & Maths Space& Vision Body Music People Self Remembering List ten key ideas that were important to the Ancient Greeks. Create an accurate itinerary of the daily life of a Spartan solider Chart the journey of Alexandra the Great graphically. Act out a battle between competing Ancient Greek City-states. Find an appropriate song or piece of music to accompany a series of images that recount an important event in Ancient Greece With a partner, prepare a short talk about a famous Ancient Greek In your journal, explain what you found most interesting about Ancient Greece. Understanding Describe a famous battle in Ancient Greece and its outcome Create a timeline of significant events in Ancient Greece Tell the story of a key event in Ancient Greece in cartoon form Build an A4 size model of an important Ancient Greek building or monument. Explain its construction and importance. Write and perform and song that celebrates or laments an episode in Ancient Greek mythology. Describe the behaviours you would expect to see from a typical boy and a typical girl in Ancient Greek society Describe how you prepare to be a Spartan Soldier. Applying Create a test about Ancient Greece in the style of Who Wants to be A Millionaire Calculate the provisions required to feed and shelter a battalion of soldiers in the Trojan War Create a poster to promote the values of an Ancient-Greek City state Teach a gymnastic or athletic skill performed by Ancient Greeks to your friends Record an audio retelling of a famous story from Ancient Greece using sound effects Participate in a debate about the different attitudes to the education of boys and girls in Sparta Explain your personal beliefs about the value of war for solving conflict in Ancient Greece Analysing Explain why Ancient Greek City-States struggled to defend themselves from outside forces. Explain and chart alternative routes and methods of travel from Sparta to Athens Use a Venn diagram to compare Ancient Greece with Ancient Egypt. Perform a role play of a famous Ancient Greek scientist or philosopher relating news of a discovery Which event from Ancient Greek history would be best accompanied by dramatic music and why? Instruct a class on the skills required to be successful Greek Soldier Compare and contrast the experiences of teenage boys and girls in Ancient Greece Evaluating List 5 assets that were essential to maintaining harmony between Greek City- States Chart similarities and differences between Ancient Greece and modern Australia using a graphic organiser Use a series of Photos or Photostory to explain the rise and fall of Ancient Greece Evaluate the benefits of the Olympic Games to Ancient Greece Explain how effective a Greek amphitheatre was in carrying sound to the audience As a group, determine the legacy of Ancient Greece Explain how you would feel if you were part of a defeated Army in Ancient Greece Creating Write a poem, story, newspaper article, describing an uplifting or tragic moment in Ancient Greece Create a poster explaining the mathematical theories of an Ancient Greek Mathematician considering their relevance to modern life Accurately draw and label the parts of a Greek Ship, such as a Trireme, explaining the purpose of the boat’s design and its success in battle. Dress up as an Ancient Greek and take your class on a virtual tour of your City-State or lecture your class in the style of an Ancient Greek Philosopher Write a song celebrating the achievement of a specific City State Facilitate a class debate on an important issue in Ancient Greece such as slavery. Which type of Ancient Greek citizen do you most resemble (e.g.. soldier, scientist, philosopher) and why?
- 90. Each task isscored out of a possible 40 points. God or Goddess (4) Olympian (3) Citizen (2) Spectator (1) Engagement with the topic Uses class time wisely while working toward personal best, puts in extra effort, and uses outside time if necessary. Uses class time wisely while working toward personal best. Is sometimes off task and is willing to settle for less than personal best. Is repeatedly off task and is willing to settle for less than personal best. Spelling, punctuation & grammar The text is clearly written with little or no errors to detract from content. The text is clearly written but a few spelling and/or grammar errors are noticeable. Spelling and grammar errors detract, but content is understandable. Many errors in spelling, grammar, sentence structure affect content & major revision is needed. Explanations The explanations were interesting, engaging and provided clear reasoning for your choice of dinner guests. The explanations provided clear reasoning for your choice of dinner guests. The explanations provided some reasoning for your choice of dinner guests. The explanations failed to express reasons for your choice of dinner guests. Researching of content (Double Points) Used encyclopaedias, relevant websites and DVD’s to accurately represent the appropriate content. Sources are correctly referenced. Used encyclopaedias, relevant websites and DVD’s to represent the appropriate content with some degree of relevancy. Sources are mostly referenced. Used encyclopaedias, websites and DVD’s to represent the appropriate content with some irrelevancy. Used encyclopaedias, websites and DVD’s to represent the content although content is often irrelevant. Understandings (Double Points) Shows complete understanding of the concepts required to complete the task. Shows substantial understanding of the concepts required to complete the task. Shows some understanding of the concepts required to complete the task. Shows very limited understanding of the concepts required to complete the task. Presentation – design & layout features, links & transitions Makes excellent use of fonts, colour, graphics, effects, links, transitions, etc. to enhance the presentation. Makes good use of fonts, colour, graphics, effects, links, transitions, etc. to enhance to presentation. Uses fonts, colour, graphics, effects, links, transitions, etc. but occasionally these detract from the presentation content. Uses fonts, colour, graphics, effects, links, transitions, etc. but these often distract from the presentation content. Originality & creativity Product shows a large amount of original thought. Ideas are creative and inventive. Product shows some original thought. Work shows new ideas and insights. Product shows little original thought. Work displays few new ideas and insights. Product lacks evidence of original thought. Work displays no new ideas or insights. Work requirements All requirements are met and exceeded. All requirements are met. One requirement was not completely met. More than one requirement was not completely met.
- 91. How can tech beleveraged? What do students need to know What do they need to to investigate Driving Question or challenge Students to chose how to present Present learning publcly Get feedback to improve PROJECT BASED LEARNING
- 92.
- 93. Session Challenges – Integratingthe models Use the following planning sheet to construct and evaluate an effective lesson using ICTS
- 94. Session Learning Challenge: 1:00– 2:00pm
- 95. Instructional work flow Activity GeneralCapability ICT Capability Element ICT tool SAMR level Learning Aras intention/focus By the end of this lesson, students will be able to identify Diagnosis Engagement Building Knowledge Transformation Presentation Reflection Creating and evaluating a lesson/unity with ICT DGroenewald:AdaptedfromK.Loveetal,BUILT:2003
- 96. Instructional work flow Activity General Capability ICTCapability ICT tool SAMR level Learning Aras intention/focus By the end of this lesson, students will be able to Big Idea Essential question The Challenge Guiding Questions/Acti vities Solution Publish/Reflect Problem Based Learning Learning http://images.apple.com/education/docs/CBL_Classroom_Guide_Jan_2011.pdf
- 97. Leading Lights Update: 2:30pm– 3:00pm
- 98. To bring LEADto life in all our schools we’ve launched a landmark digital transformation initiative called LEADing Lights.
- 99. LEADing lights is foreveryone in our school community
- 100. LEADing Lights willcreate a single digital ecosystem for all CEWA schools, early years centres and central and regional offices.
- 101. Staff members Tools andreal-time information to serve students, schools and communities Students Powerful tools to explore, create and collaborate across distance and device Teachers Contemporary intelligent tools, tailored personal learning and professional development School leaders Real-time data to drive continuous improvement in every school community Parents Real-time data on their child’s progress and how to support their learning LEADing Lights Transforming learning for all. LEADing Lights connects our education community to the latest communication, collaboration and productivity tools, learning resources, management systems, analytics and personal learning and development. Catholic Education Western Australia 7 | LEADing Lights | Intro
- 102. 102 | LEADingLights | Intro CEWA Cloud Secure storage for schools, teachers and students. Tools for learning, communication and collaboration. Personal Learning and Development Intelligent Professional Learning tool that learns who teachers, students and parents are, then links them to the appropriate people, learning materials and courses. Student Information and Finance System Personalised 360-degree teacher, student, parent access to services with supporting marketing, enrolment, alumni, asset management, Internet of Things and student academic services with reporting. Connected care workflows for improved student wellness. Learning and Administration Analytics Analytics that benchmark student, class, year and school performance against KPIs. Badging and Incentives Learning support, networks, student and staff discounts and more. Secure, single sign-on For everyone, everywhere every day using Windows or Apple devices. Students Student-based access to personalised learning centre with CEWA 365 tools, storage space, school news and safe social media. Student view of personal learning insights monitors and benchmarks real-time and historical performance. Teachers, Principals and Admin Staff Role-based access to personalised portal with Office 365 tools, storage space, school news and safe social media. Role-relevant view of learning insights monitors and benchmarks student/class/grade/school real- time and historical performance. Role-relevant access to financial and student administration systems with personalised 360-degree student interactions and connected care workflows for co-ordinated student support. Parents Child view of personal learning with insights, notifications and services to review family information and reports.
- 103. SHALL WE HAVEA LOOK? oLog in to portal.office.com oEnter cathednet user details: e.g groenewald.daniel@cathednet.wa.edu.au oWhat is Office 365? What can it be used for? Why is it a step forward?
- 104.
- 105. your settings All your apps Persona l Identity Yourmost important apps
- 106. HAVE A GO COMPLETETHE SURVEY COMPLETE THE QUIZ
- 107. Daniel Groenewald Digital TransformationConsultant CEWA Groenewald.daniel@cathednet.wa.edu.au @d_groenewald
- 108.
- 109. Effect sizes andtheir realisation through technology Technique Effective size Tech choices SAMR scale Teaching and learning phase Formative evaluation with analytics .90 Socrative quiz Film learning Showbie Zaption Augmentation Building knowledge Classroom discussion .82 Online Forum YouTube video comments Twitter Instagram Augmentation Building knowledge Teacher and Lesson clarity .75 Published lesson plans on the LMS Flipped learning with learning analytics Augmentation Prior to engagement Student feedback .75 Ongoing live OneNote Live google docs Showbie Modification Building knowledge and reflection
- 112. • “Using…technologies isnot a new way of teaching, rather it is supporting good teaching to be more effective” • “Teachers have discovered many ways that ICT can be used to achieve better outcomes, from relieving the tedious, to unlocking the imagination” • “ICT could be viewed as the Swiss army knife for learners that almost any age of child can operate, and that extends his/her physical and intellectual capabilities, particular where it has become one with the user” • ”digital technologies are used, as any technology, to support better teaching and learning by providing a larger range of options” “Much of our education system…implicitly privileges written expression at the expense of listening, speaking, reading, seeing and visual expression because nearly all high stakes assessment requires student to write….success in business depends much more on all the other that people interact with each other” (quoted in Newhouse 2017) “what is assessed is critical and paper based exams fail to assess high order thinking, decision making, reflection, reason and and problem solving. Further, very few real tasks are done on paper on modern society. We need authentic assessment that aligns with pedagogy and flows from learning” ( Paul Newhouse quotes: “STEM the Boredom: 2017
- 113.
- 114. “The digital technologiessubject represents what all students should understand, and be able to do with ICT, to contribute creatively and productively in the modern world.“ Newhouse (2017)
Editor's Notes
- #16 Many forces disrupting everyday life
- #18 The Digital Economy is massive and something that we have to take seriously as educators of the next generation
- #19 The Digital Economy is massive and something that we have to take seriously as educators of the next generation
- #20 The Digital Economy is massive and something that we have to take seriously as educators of the next generation
- #21 The Digital Economy is massive and something that we have to take seriously as educators of the next generation
- #22 The Digital Economy is massive and something that we have to take seriously as educators of the next generation
- #23 The Digital Economy is massive and something that we have to take seriously as educators of the next generation
- #25 This slide is about the inevitability of technological evolution showing that man has evolved from an animal to an augmented being in pursuit of improvement and meanig
- #27 A large part of the skill based of school is based on the notion of preparation for life. It’s important then that we get a sense of where that life is rapidly heading and the technological innovations of the present.
- #29 There is a long history of wanting technologies in the curriculum and its begins with the national goals for schooling which started in 1989, with the Hobart Declaration.
- #30 It has been challenging to bring technologies into schools and we haven’t seen grade raw results from this.
- #32 It has been challenging to bring technologies into schools and we haven’t seen grade raw results from this.
- #33 It has been difficult to shift the practices of some teachers and also made more difficult by sloppy implementation of technologies which had the effect of turning reluctant teachers right off.
- #38 The desirable skills for workers of the tech age are different from workers over the past century. The skills one must have are those that can’t be duplicated by computers or lower paid workers.
- #46 Let’s explore what the ICT capability is and where it fits.
- #47 In practice, it might look like this. Is this a reasonable set of expectations for Seven and Eight year olds?
- #52 The Technologies curriculum may confuse some teachers but what is actually different about it?
- #59 The Technologies curriculum may confuse some teachers but what is actually different about it?
- #69 The Technologies curriculum may confuse some teachers but what is actually different about it?
- #70 The Technologies curriculum may confuse some teachers but what is actually different about it?
- #71 This is an image about the jarring of technologies. A rocket on a bicycle. They seems unsuited. It’s a bit like just adding an ipad App to a paper based unit. It doesn’t work. Begin again.
- #74 “Expert teachers now are those who can bring together knowledge of subject matter, what is good for learning, and technology (ICT). The combination is described as Technological Pedagogical Content Knowledge (TPACK). It is more than simply adding ICT to traditional approaches. It depends upon deep knowledge of how ICT can be used to access and process subject matter (TCK) and understanding how ICT can support and enhance learning (TPK) in combination with PCK” Accessed: 15/3/2016 http://www.ttf.edu.au/what-is-tpack/what-is-tpack.html. Dr Matthew J. Koehler, Associate Professor of Educational Psychology and Educational Technology at the College of Education, Michigan State University. ee S. Shulman (born September 28, 1938) is an educational psychologist who has made notable contributions to the study of teaching, assessment of teaching, and the fields of medicine, science and mathematics. He is a professor emeritus at Stanford Graduate School of Education, past president of the Carnegie Foundation for the Advancement of Teaching, past president of the American Educational Research Association, and the recipient of several awards recognizing his educational research. From 1963 to 1982, Shulman was a faculty member at Michigan State University, where he founded and co-directed the Institute for Research on Teaching (IRT). Among his many achievements, Shulman is credited with popularizing the phrase "pedagogical content knowledge" (PCK).
- #83 The Technologies curriculum may confuse some teachers but what is actually different about it?
- #84 The Technologies curriculum may confuse some teachers but what is actually different about it?
- #99 To bring LEAD to life in all our schools we’ve launched a landmark digital transformation initiative called LEADing Lights.
- #100 LEADing lights is for everyone in our school community Next slide
- #101 LEADing Lights will create a single digital ecosystem for all CEWA schools, early years centres and central and regional offices.
- #102 It is important to note that LEADing Lights provides opportunities to transform all members of the community. Provide an example that best reflects current need.
- #103 This is a busy slide. Choose one or two points as it relates to a need in your school. Maybe a Parent been able to complete online excursion forms or with access to all information on every students a complete 360 degree view can be seen to make evidence driven decisions on learning for example. Next slide