eLearning in the Classroom

1
Technology
eLearning and BYOD at St Mary’s Catholic Primary School 2016
Mr Timothy Butt – eLearning Educator
Welcome

Multipurpose Powerpoint Template
Discuss with a
partner:
What did you find
most

4
Technology A
eSmart
Cybersafety
B
eLearning C
Technology
Cybersafety
eLearning
eLearning
FOCUS
2016-2018
St Mary’s Catholic Primary School 201

StMary’sPrimarySchool
-acommitmenttobecoming

6
What is an eSmart School?
ST Mary’s Catholic Primary School 2016
https://wwwcom
https://wwwcom
An eSmart school is a
school where the smart,
safe and responsible
use of information and
communications
technology is a cultural
norm. Students,
teachers and the wider
school community are
equipped to embrace
the best these
technologies can offer,
while being savvy about
the pitfalls.

DO WE USE
TECHNOLOGY
FOR
ELEARNING
WHYHOWWHEREWH
EN

10
WHY DO WE USE TECHNOLOGY
FOR ELEARNING?

11
WHERE DOES TECHNOLOGY FIT IN?
Investigating with Technology
Creating with Technology
Communicating with Technology
Applying social and ethical
protocols when using Technology
Managing and Operating Techno
s
V

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TECHNOLOGY IN THE CLASSROOM

13
Technology IN THE CLASSROOM
Investigating
with Technology
Communicating
with Technology
Applying social and ethical protocols when using
Technology
Managing and
Operating
Technology
s V

14
TECHNOLOGY IN THE CLASSROOM
Investigating
with Technology
Communicating
with Technology
Applying social and ethical protocols when using
Technology
Managing and
Operating Technology
s V

Draft Integrating ICTScope and Sequence St Mary’s North Sydney 2016
Subject
Early Stage 1 Stage 1 Stage 2 Stage 3
● Develop an awareness of issues relating
to the responsible use of digital
communication
Preview in context Objective A Writing and
representing 1
● experiment with basic visual,
multimodal and digital
processes to represent some simple ideas
expressed in texts and to convey
experiences Preview in context Objective A
Writing and representing 1
● Use simple functions of keyboard and
mouse, including typing letters,
scrolling, selecting icons and dropdown
menus
Preview in context Objective A Handwriting and using
digital technologies
● experiment using digital technologies,
eg produce own name, commonly used
words and simple sentences
● construct texts using software
including word
● Develop an awareness of issues relating
to the responsible use of digital
communication
representing 1
●Create short imaginative, informative and
persuasive texts using growing
knowledge of text structures and
language features for familiar and some
less familiar audiences, selecting print
and multimodal elements appropriate to
the audience and purpose (ACELY1661,
ACELY1671)
representing 1
● Compose a range of written forms of
communication, including emails,
greeting cards and letters
representing 1
● Experiment with publishing using
different modes and media to enhance
planned presentations
representing 1
● discuss issues related to the responsible
use of digital communication
representing 1
●plan, draft and publish imaginative,
informative and persuasive texts
containing key information and
supporting details for a widening range
of audiences, demonstrating increasing
control over text structures and language
features (ACELY1682, ACELY1694)
representing 1
● create imaginative texts based on
characters, settings and events from
students' own and other cultures using
visual features, for example perspective,
distance and angle (ACELT1601,
ACELT1794)
representing 1
● experiment with visual, multimodal and
digital processes to represent ideas
encountered in texts
Preview in context Objective A
● plan, rehearse and deliver presentations, selecting and
sequencing appropriate content and multimodal
elements for defined audiences and purposes, making
appropriate choices for modality and emphasis
(ACELY1700, ACELY1710)
Preview in context Objective A Speaking and listening
● identify and summarise key ideas and information from
guest speakers, eg note‐taking or using digital
technologies Preview in context Objective A Speaking and
listening
● recognise and discuss issues related to the responsible
use of digital communication
Preview in context Objective A Writing and representing
● plan, draft and publish imaginative, informative and
persuasive texts, choosing and experimenting with text
structures,language features, images and digital
resources appropriate to purpose and audience
(ACELY1704, ACELY1714) Preview in context Objective A
Writing and representing
● compose increasingly complex print, visual, multimodal
and digital texts, experimenting with language, design,
layout and graphics
Kinder – Y6
Develop an
awareness
of issues relating
to the responsible
use of digital
communication
Stage 1
Compose a range
of written forms of
communication,
including emails,
greeting cards and
letters

processing programs (ACELY1654)
Preview in context Objective A Handwriting
and using digital technologies
●understand concepts about print
and screen, including how books, film
and simple digital texts work,
and know some features of print, for
example directionality (ACELA1433)
Preview in context Objective A Reading and
viewing 1
●demonstrate an awareness of
written forms of communication,
including labels, symbols, emails,
letters and photographs Preview in
context Objective B Writing and representing 2
●recognise parts of print and digital
texts, eg front and back covers, title
and author, layout and navigation
Preview in context Objective B Reading and
viewing 2
●retell familiar literary texts through
performance, use of illustrations and
images (ACELT1580)
Preview in context Objective C Thinking
imaginatively and
● Construct texts featuring print, visual
and audio elements using software,
including word processing
programs(ACELY1664, ACELY1674)
● Use comprehension strategies to build
literal and inferred meaning and begin
to analyse texts by drawing on growing
knowledge of context, language and
visual features and print and multimodal
text structures (ACELY1660, ACELY1670)
Preview in context Objective A Reading and
viewing 1
● Develop an understanding of different
forms of communication technologies
available for hearing and visually
impaired people and people with other
disabilities Preview in context Objective B
Speaking and listening 2
● Understand concepts about print and
screen, including how different types of
texts are organised using page
numbering, tables of content, headings
and titles,
Writing and representing 1
●reread and edit texts for meaning,
appropriate structure, grammatical
choices and punctuation (ACELY1683)
representing 1
●use a range of software including word
processing programs to construct, edit
and publish written text, and select, edit
and place visual, print and audio
elements (ACELY1685, ACELY1697)
Preview in context Objective A Handwriting and
using digital technologies
●explore the effect of choices when
framing an image, placement of
elements in the image, and salience on
composition of still and moving images in
a range of types of texts (ACELA1483,
ACELA1496)
viewing 2
●identify the features of online texts
that enhance navigation (ACELA1790)
viewing 2
●identify features of online
● use increasingly complex research data from print and
digital sources to compose short and sustained texts
● assess the reliability of resources, including digital
resources, when researching topics
● use a range of software, including word processing
programs, learning new functions as required to create
texts(ACELY1707, ACELY1717)
● explain and justify the responsible use of digital
technologies
Preview in context Objective A Reading and viewing
● compare texts including media texts that represent
ideas and events in different ways, explaining the
effects of the different approaches (ACELY1708)
● recognise the effect of multimedia elements, eg film
techniques, animation, voice‐overs, sound effects,
framing, close‐ups
● explain sequences of images in print texts and compare
these to the ways hyperlinked digital texts are
organised,
Stage 2
explore the effect of choices
when framing an image,
placement of elements in the
image, and salience on
composition of still and moving
images in a range of
types of texts
Kinder
●understand concepts
about print and screen,
including how books, film
and simple digital texts work,
and know some features of
print
Stage 3
assess the reliability of
resources, including
digital resources, when
researching topics

creatively
●use visual, multimodal and digital
processes to represent simple aspects
of home and community life
Preview in context Objective D Expressing
themselves
●respond to texts that
depict aspects of home and
community life, eg short
films and digital texts
themselves
●respond to Dreaming stories, eg
stories from local Aboriginal and
Torres Strait Islander communities
themselves
●respond to literature and a variety
of other texts from a range of
storytellers and cultures, using
picture books and online sources
themselves
navigation buttons, bars and links
(ACELA1450)
viewing 2
●Know some features of text
organisation including page and screen
layouts, alphabetical order, and
different types of diagrams, for example
timelines (ACELA1466)
viewing 2
●Recreate texts imaginatively using
drawing, writing, performance and
digital forms of communication
(ACELT1586)
imaginatively and creatively
●Compose simple print, visual and
digital texts that depict aspects of their
own experience
themselves
●Respond to a range of texts, eg short
films, documentaries and digital texts,
that include issues about their world,
including home life and the wider
community
themselves
texts that enhance readability including
text, navigation, links, graphics and
layout (ACELA1793)
viewing 2
●identify and interpret the different
forms of visual information, including
maps, tables, charts, diagrams,
animations and images
viewing 2
●use visual representations, including
those digitally produced, to represent
ideas, experience and information for
different purposes and audiences
imaginatively, creatively and interpretively
●experiment with visual, multimodal
and digital technologies to represent
aspects of experience and relationships
themselves
●respond to short films, documentaries
and multimedia texts that express
familiar and new aspects of the broader
world
explaining their effect on viewers' interpretations
(ACELA1511)
●interpret picture books, comic strips and sequences
of digital images which do not contain written text
●Preview in context Objective A Reading and viewing
●use comprehension strategies to interpret and
analyse information and ideas, comparing content from
a variety of textual sources including media and digital
texts (ACELY1703, ACELY1713) Preview in context
Objective A Reading and viewing
●demonstrate an awareness of the limitations of spell
check features in digital communication
●Preview in context Objective A Spelling
●investigate how the organisation of texts into
chapters, headings, subheadings, home pages and sub
pages for online texts and according to chronology or
topic can be used to predict content and assist
navigation (ACELA1797)
●Preview in context Objective B Responding and
composing
●discuss the conventions of a range of complex texts,
eg act and stage directions in plays, literary devices in
poems and stories, layout conventions in print and
digital texts
●Preview in context Objective B Responding and
composing
●
Stage 1
Recreate texts
imaginatively using
drawing, writing,
performance and digital
forms of communication

Subject Early Stage 1 Stage 1 Stage 2 Stage 3
recognise numbers in a variety
of contexts, eg classroom
charts, cash register,
computer keyboard,
telephone (Communicating)
Preview in context Number
and Algebra
Whole Number
create or continue a repeating
pattern using simple
computer graphics (Problem
Solving) Preview in context
Number and Algebra Patterns
and Algebra
use computer software to
draw a closed shape,
colouring in the area
(Communicating) Preview in
context Measurement and
Geometry Area
use computer software to draw a line
and use a simple graphic as a uniform
informal unit to measure its length
(Communicating)
Preview in context Measurement and
Geometry
Length 2
use computer software to create a shape
and use a simple graphic as a uniform
informal unit to measure its area
(Communicating) Preview in context
Measurement and Geometry
Area 1
choose a variety of materials to
represent three‐dimensional objects,
including digital technologies
(Communicating)
Geometry
Three‐Dimensional
Space 2
use computer drawing tools to outline
shapes embedded in a
select, use and record a variety of mental
strategies, and appropriate digital
technologies, to solve simple multiplication
problems Preview in context Number and
Algebra Multiplication and Division 1
create a table or simple spreadsheet to record
multiplication facts, eg a 10 × 10 grid
showing multiplication facts (Communicating)
Preview in context Number and Algebra
Multiplication and Division 2
check the answer to a word problem using
digital technologies (Reasoning)
Preview in context Number and Algebra
explore and use the various date input and
output options of digital technologies
Measurement and Geometry Time 2
interpret information from the internet, the media, the environment and
other sources that use large numbers (Communicating, Reasoning)
Preview in context Number and Algebra Whole Numbers 1
explore square and triangular numbers using arrays, grid paper or digital
technologies (Communicating, Problem Solving)
Preview in context Number and Algebra Whole Numbers 2
select and apply efficient mental, written and calculator strategies to solve
addition and subtraction word problems, including problems involving
money
Preview in context Number and Algebra Addition and
Subtraction 1
record numerical data in a simple spreadsheet (Communicating)
Subtraction 1
select and apply appropriate mental and written strategies, with and
without the use of digital technologies, to solve unfamiliar problems
(Problem Solving)
Subtraction 2
Kinder
create or continue a
repeating pattern using
simple computer
graphics (Problem
Solving)
Stage 2
create a table or
simple spreadsheet to
record multiplication
facts, eg a 10 × 10 grid
showing multiplication
facts

make representations of
two‐dimensional shapes using
a variety of materials,
including paint, paper, body
movements and computer
drawing tools
Preview in context
Two‐Dimensional Space
direct simple
computer‐controlled toys and
equipment to follow a path
(Communicating) Preview in
context Measurement and
Geometry
Position
digital picture or design
Two‐Dimensional
Space 1
draw and name two‐dimensional shapes
in different orientations, with and
without the use of digital technologies
Geometry
Two‐Dimensional
Space 2
record the result of performing one‐step
slides and flips, with and without the use
of digital technologies Preview in context
Two‐Dimensional
Space 2
copy and manipulate a shape using the
computer functions for slide and flip
(Communicating)
Geometry
Two‐Dimensional
Space 2
draw three‐dimensional objects using a
computer drawing tool, attempting to show
depth (Communicating)
Geometry Three‐Dimensional Space 2
investigate different two‐dimensional
representations of three‐dimensional objects
in the environment, eg in Aboriginal art
(Communicating)
Geometry Three‐Dimensional Space 2
use digital technologies to construct a design
or logo by combining common shapes
(Communicating)
Geometry
Two‐Dimensional Space 2
record the arrangements of common shapes
used to create other shapes, and the
arrangement of shapes formed after splitting
a shape, in diagrammatic form, with and
without the use of digital technologies
Geometry
use digital technologies to multiply numbers of up to four digits
Preview in context Number and Algebra Multiplication and Division 1
check answers to mental calculations using digital technologies (Problem
Solving)
apply appropriate mental and written strategies, and digital technologies,
to solve multiplication word problems
use digital technologies to divide whole numbers by one‐ and two‐digit
divisors
check answers to mental calculations using digital technologies (Problem
Solving)
apply appropriate mental and written strategies, and digital technologies,
to solve division word problems Preview in context Number and Algebra
use a table or similar organiser to record methods used to solve problems
(Communicating, Problem Solving) Preview in context Number and Algebra
Stage 1
draw and name
two‐dimensional
shapes in different
orientations, with and
without the use of
Kinder
direct simple
computer‐controlled
toys and equipment to
follow a path
(Communicating)

copy and manipulate a shape using the
computer function for turn
Two‐Dimensional
Space 2
create a path from one location to
another using computer software
Measurement and Geometry Position 1
use digital technologies to create picture
graphs (Communicating)
Preview in context Statistics and
Probability Data 2
use digital technologies to create designs by
copying, pasting, reflecting, translating and
rotating common shapes (Communicating,
Problem Solving)
Geometry
use digital technologies to create tessellating
designs (Communicating)
Geometry
draw the reflection (mirror image) to
complete symmetrical pictures and shapes,
given a line of symmetry, with and without
the use of digital technologies
Geometry
create simple maps and plans using digital
technologies (Communicating)
Geometry Position 1
investigate whether different digital technologies apply the order of
operations (Reasoning)
calculate unit fractions of collections, with and without the use of digital
technologies, eg calculate 15 of 30 Preview in context Number and Algebra
Fractions and Decimals 2
calculate a simple fraction of a collection/quantity, with and without the
use of digital technologies, eg calculate 25 of 30
Preview in context Number and Algebra Fractions and Decimals
2
add and subtract decimals with the same number of decimal places, with
and without the use of digital technologies
2
add and subtract decimals with a different number of decimal places, with
and without the use of digital technologies
2
Kinder
copy and manipulate
a shape using the
computer function for
turn
Stage 2
use digital technologies
to create tessellating
designs
(Communicating)
Stage 3
add and subtract
decimals with a different
number of decimal
places, with and without
the use of digital
technologies

use digital technologies involving multiply decimals of up to three decimal places by whole
maps, position and paths numbers of up to two digits, with and without the use of
(Communicating) digital technologies, eg 'I measured three desks. Each
Preview in context Measurement desk was 1.25 m in length, so the total length is 3 × 1.25
and Geometry Position 1 = 3.75 m'
Preview in context Number and Algebra Fractions
use computer software to create a and Decimals 2
table to organise collected data,
eg a spreadsheet calculate common percentages (10%, 25%, 50%) of
(Communicating) quantities, with and without the use of digital
Preview in context Statistics and technologies
Probability Data 1 Preview in context Number and Algebra Fractions
and Decimals 2
use graphing software to enter
data and create column graphs calculate the sale price of an item after a discount of
that represent data 10%, 25% and 50%, with and without the use of digital
(Communicating) technologies, recording the strategy and result
Preview in context Statistics and Preview in context Number and Algebra Fractions
Probability Data 1 and Decimals 2
use data in a spreadsheet to create, with materials or digital technologies, a variety of
create column graphs with patterns using whole numbers, fractions or decimals, eg
appropriately labelled axes 14, 24, 34, 44, 54, 64, … or 2.2, 2.0, 1.8, 1.6, …
(Communicating, Problem Solving) Preview in context Number and Algebra Patterns
Preview in context Statistics and and Algebra 1
Probability Data 2
continue and create number patterns, with and without
interpret and evaluate the the use of digital technologies, using whole numbers,
effectiveness of various data fractions and decimals, eg 14, 18, 116, … or 1.25, 2.5, 5,
displays found in media and in …
factual texts, where displays Preview in context Number and Algebra Patterns
represent data using a scale of and Algebra 2
Stage 2
use graphing
software to enter
data and create
column graphs
that represent data
Stage 3
calculate the sale price
of an item after a
discount of
10%, 25% and 50%, with
and without the use of
digital
technologies, recording
the strategy and result

Subject Early Stage 1 Stage 1 Stage 2 Stage 3
using a range of
methods to share
observations and
ideas, such as
drawing, informal
and guided
discussion, role‐play,
contributing to joint
construction of short
texts and/or using
(ACSIS012)
Preview in context
Skills
Working
Scientifically
using informal measurements in the collection and
recording of observations, with the assistance of
digital technologies as appropriate (ACSIS026,
ACSIS039)
Preview in context Skills Working
Scientifically
displaying data and information in a variety of ways,
including drawings, simple texts, provided tables
and graphs, using digital technologies as appropriate
Preview in context Skills Working
Scientifically
record the changes in growth of a common plant or
animal, using informal units, provided tables and
digital technologies as appropriate Preview in
context Knowledge and Understanding – Natural
Environment
Living World
suggesting appropriate materials, tools and equipment they
could use in conducting their investigations and recording their
findings, identifying appropriate safety rules
Preview in context Skills Working Scientifically
safely using appropriate materials, tools or equipment to make
and record observations, using formal measurements and
digital technologies as appropriate (ACSIS055, ACSIS066)
using a range of methods including tables and simple column
graphs to represent data and to identify patterns and trends,
using digital technologies as appropriate (ACSIS057, ACSIS068)
accurately observing, measuring and recording
data, using digital technologies as appropriate
(ACSIS087, ACSIS104)
constructing and using a range of representations,
including tables and graphs, to represent and
describe observations, patterns or relationships in
data including using digital technologies as
appropriate (ACSIS090, ACSIS107)
using a variety of ways to honestly and accurately
communicate ideas, explanations and processes,
including multi‐modal texts, labelled diagrams, as
well as written and oral factual texts as
appropriate (ACSIS093,
Kinder
…contributing to joint
construction of short
texts and/or using
Stage 1
displaying data and
information in a variety of
ways, including drawings,
simple texts, provided tables
and graphs, using digital
technologies as appropriate

observe and record some of the changes a common
plant or animal shows during its life, using an
appropriate digital technology, eg a camera
Preview in context Knowledge and Understanding –
Natural Environment
Living World
use a range of information technologies to
communicate with others, eg letters, telephones,
cameras and emails
Preview in context Knowledge and Understanding –
Made Environment
Information
interact with an information source or technology to
explore the ways that different forms of information
are combined, including text, image and sound, eg a
website or digital game Preview in context
Knowledge and Understanding – Made Environment
Information
interact with a range of familiar information sources
and technologies and identify their purposes, eg
television programs, websites, digital games,
newspapers and magazines Preview in context
Information
using a range of research techniques to access information
relevant to the task
Preview in context Skills Working Technologically
using digital technologies and multimedia for
communicating design ideas
use appropriate tools and equipment to collect and record data
about some changes in natural conditions, eg tides, daily
temperature, rainfall and wind
Preview in context Knowledge and Understanding – Natural
Environment Earth and Space
use common digital technologies and applications to organise
and communicate information for a specific task, eg word
processing and digital presentation software Preview in context
Information
demonstrate how a variety of media can be combined to
address the needs of a specific audience, eg combining visual
images, sound and text in a digital presentation
Preview in context Knowledge and
ACSIS110)
selecting and using techniques for documenting
and communicating design ideas to others, eg
drawings, plans, flow charts, storyboarding,
modelling and presentations, using digital
technologies
for a design project, selecting and safely using a
range of tools, equipment and related techniques
to cut, edit, join, manipulate and shape materials
and/or information Preview in context Skills
Working Technologically
research, using secondary sources to
gather information about science understandings,
discoveries and/or inventions that depend on the
reflection and refraction of light and how these are
used to solve problems that directly affect
people's lives, eg mirrors, magnifiers, spectacles
and prisms (ACSHE083, ACSHE100)
Preview in context Knowledge and
Stage 2
using digital
technologies and
multimedia for
communicating design
ideas
Stage 3
gather information about science
understandings, discoveries and/or
inventions that depend on the
reflection and refraction of light and
how these are used to solve problems
that directly affect people's lives, eg
mirrors, magnifiers, spectacles and
prisms

24
WELCOME
TO BYOD
(YEARS 1 – 6)
KINDERGARTEN
REASSESSED I
N 2017

25
c
Parents
choose a
device or re-
use one from
home.
BYOD forms
filled out
Class forms to
class teacher.
Bring the device
to school.
Mr Butt adds the
device to the
Internet Wifi with
the security
certificate.
STE
P 1
STE
P 2
STE
P 3
STE
P
4
STE
P 5
STE
P 6
BYOD – THE PROCESS
^
Students K-3 are
supplied with
their
Gmail account
which contains
the Apps needed
for learning.
Class teacher
holds the master
list of
passwords.
Students bring the
device to school.
Placed in their tub in
the morning.
Not to be used at
recess or lunch
or after school lines.
After care has specific
times for use
3:30 to 4:30.
eSmart
Cybersafety
program will
commence in T2
2016.Teaching
and Learning
using
Technology
continues as
normal.
eLearning
specialist
timetabled in
classrooms each
week.
eLearning news
and examples
shared with
community via
events, class
blogs and BYOD
website.

26
Wifi and Security
Huge Upgrade of Internet Speeds
to assist with BYOD
This is happening this Friday!
^
is installed on each device
Does: Provide Filtering at school
Does Not:
Provide any filtering in your home
Zscaler Security Certificate
Teachers can monitor
Internet use and
view screens
during school hours
Through 3rd Party
Product Teacher Dashboard.
Monitor documents 24/7 for learning
Email history can be accessed by the Principal if required for any reason.

27
STUDENT EMAIL AND GOOGLE DRIVE ACCOUNTS
IT IS
• A google account. Drive and Email are connected.
• Contains Free apps like Microsoft Office.
• 25gb free storage for each student.
• The email address is first.lastname@sydstu.catholic.edu.au
• It is still a gmail account but is controlled by google apps for education security
Combined with the Catholic Education Office Security and filtering.

28
STUDENT FREE LEARNING APPS
FOR TABLETS AND LAPTOPS
GMAIL CALENDAR DRIVE DOCS SLIDES SITES SHEETS YOUTUBE
CHROME BLOG CLASS

29
GMAIL CALENDAR DRIVE DOCS SLIDES SITES SHEETS YOUTUBE
CHROME BLOG CLASS
KEEPING SAFE AND STAYING ALERT
Students will be asked to follow these guidelines
PERSON
AL
STORA
GE
JUST LIKE
MICROSOFT
OFFICE
MAKE A
WEB SITE
- PRIVATE
LINK
SETTINGS
ONLY
TEACHER /
PARENT
TEACHER
LINKS
ONLY
- SIGN IN
NOT
ALLOWED
- NO
RESEARC
H WITH
TEACHER
DIRECTIO
N
MAKE A
BLOG
TEACHER/P
ARENT
APPROVAL
ONLY
PRIVATE
SETTINGS
TEACHE
RS
CREATE
CLASSES
VIEW
ONLY
TEACHERS
CLASSMATES
FAMILY
- DON’T USE
EMAIL FOR
ANYONE ELSE OR
JOINING
ACCOUNTS

30
BYOD DEVICES SUPPORTED
Any size and any
version from Ipad 2
onwards.
iPad
Any brand
Chromebook
Macbook or MacAir
Apple Laptops
Any brand of any
laptop running
Windows 7 or higher.
Windows Laptop
Surface Pro or
any other brand.
Windows Tablets
Running Updated
software Android 5.1
Android Tablets
Also Kindle

31
Accidents do happen…
We will:
• never share their BYO device with another
student.
• inform a teacher/ICT Coordinator immediately
of any damage.
Students need to:
2.1. To care for the laptop / device to the best of
their ability
2.2. To keep the laptop /device secure and protect
it from any malicious damage
ICT Policy infringements,
Level 2
I will not use another child’s personal device.
Level 3
I will not deliberately abuse another student’s
iPad/device resulting in the iPad/device being
damaged.
If an incident occurs, indicating malicious damage,
then the situation would fall under the school's

32
BYOD - CHOOSE YOUR DEVICE - CHOOSE YOUR TIMING
BALANCED APPROACH
USE OLDER DEVICES FROM
HOME
REUSE – MIN 3 HOURS
BATTERY LIFE
OPT IN OR OPT OUT
SCHOOL COMMITTMENT TO WORK
TOWARDS SHARED
12 IPADS AND 12 CHROMEBOOKS
IN EACH LEARNING SPACE
BYOD
CERTIFIED ESMART SCHOOL
BY 2018
TEACHER AND STUDENT SUPPORT IN
ELEARNING

33
TIMELINE 2016
BYOD
OPEN NOW
YEARS 4,5 6
BYOD INFO SESSION –
AMPHITHEATRE LEARNING SPACE
EACH WEDNESDAY (TERM 1)
8am – 9am
BYOD
OPEN FOR
YEAR 3
WEEK 5
BYOD
OPEN FOR
YEAR 2
WEEK 6
BYOD
OPEN FOR
YEAR 1
WEEK 7
ONGOING
JOIN
ANYTIME
KINDERGARTEN
TO BE ADVISED
• VISIT THE BYOD WEBSITE VIA THE NEWS BLOG
• SUBMIT A QUESTION VIA THE FORM

34
BYOD Option
Teachers need a school pool of
devices when planning to use
Technology.
No pressure to join / wider range of device
options
Students with BYOD - faster easier access during
learning Recycled older device aims to reduce waste and is
ethical.

BYODANDOUR
SCHOOLPOOLOF
DEVICES
CAN THE P&F
HELP?

36
LEARNING SPACES - SCHOOL POOL OF STUDENT DEVICES. CAN THE
P&F HELP?
St Mary’s Primary School,, North Sydney 2016
KINDERGARTE
N
2 CLASSES
YEAR 1
2 CLASSES
YEAR 2
2 CLASSES
GRADES 3 & 4
2 CLASSES
GRADES 5 & 6
2 CLASSES
Currently has Currently has Currently has Currently has Currently has
12 IPADS 0 IPADS 8 IPADS 8 IPADS 12 IPADS
NO
CHROMEBOOK
S REQUIRED AT
THIS STAGE
12
CHROMEBOOK
S
12
CHROMEBOOKS
12
CHROMEBOOKS
12
CHROMEBOOKS
Proposed Purchase Proposed Purchase Proposed Purchase Proposed Purchase
12 IPADS 12 IPADS 4 IPADS 4 IPADS
✔OK

37
TARGET
32 IPADS
@ $465 (EX GST)
$14,880.00

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