The document discusses preparing students for the digital future and age of technological disruption by focusing on developing deep learning competencies like creativity, collaboration, and critical thinking through project-based and inquiry-led learning that leverages digital tools and technologies. It provides examples of deep learning pedagogies and assessments as well as resources for professional learning around digital learning and teaching.
A presentation to support regional schools exploring the Digital Technologies curriculum, ICT capability, deep learning pedagogies and the Leading Lights project
Digital Pedagogies: Technology and the Australian Curriculum Daniel M Groenewald
This is an updated version of my presentation on Digital Pedagogies and the Australian Curriculum. Many of us have the sense that technology has arrived but something is missing in its execution. The purpose of the presentation is to explore methods for integrating ICT more effectively in curriculum and classroom settings
SCSA's WA curriculum differs slightly from ACARA's and the new Digital Technologies subject warrants examination. With a secondary focus on coding and computational thinking, this slideshow was used at WA schools to assist in unpacking these components.
A presentation to support regional schools exploring the Digital Technologies curriculum, ICT capability, deep learning pedagogies and the Leading Lights project
Digital Pedagogies: Technology and the Australian Curriculum Daniel M Groenewald
This is an updated version of my presentation on Digital Pedagogies and the Australian Curriculum. Many of us have the sense that technology has arrived but something is missing in its execution. The purpose of the presentation is to explore methods for integrating ICT more effectively in curriculum and classroom settings
SCSA's WA curriculum differs slightly from ACARA's and the new Digital Technologies subject warrants examination. With a secondary focus on coding and computational thinking, this slideshow was used at WA schools to assist in unpacking these components.
The Tale of Two Cities: 6 Lessons Learned about Digital TransformationMark S. Steed
Presentation given at the EdTech Conversations event (BETT Fringe) on Thursday 23rd January 2020.
This presentation looks at 6 Lessons Learned about Digital Transformation from my time at JESS, Dubai and at Kellett School, Hong Kong
The New Information Ecosystem in EducationDarwin Gosal
Though the paperless university is still a distant ideal, IT heads from educational institutions across Singapore recently convened for a discussion on what they are doing to better organise the massive amounts of data and variety of documents produced and shared across their campuses.
This Enterprise Innovation Special Report on Education IT captures dialogue of the discussion and provides valuable insight into the key questions and challenges facing the modernization of education, including: What technology will most impact the education industry? How are classrooms being modernized? How do you share information between institutions? And how can document management, printing and digital archiving solutions be deployed across multiple campuses to improve efficiency?
A presentation given to the Academic Subcommittee - where we have come from and where we are going; producing the new draft ICT Philosophy and Aims for the ABC.
85% of college students own smartphones. This affects how they communicate, conduct research, and spend their time. With this in mind, more and more educators are engaging students on their mobile devices to dramatically boost learning outcomes. Learn how to overcome distractions of cell phone use in class, find out the latest research trends, and watch demos of how to adopt mobile devices for content creation and delivery
COVID-19 and the Future of AI in Education and TrainingLewisJohnson34
Slides from the Panel on COVID-19 and the Future of AI in Education and Training, presented at the 21st International Conference on AI in Education, July 8, 2020
Effective Implementation of SUSTAINABLE 21st century initiatives.Robert Franchino
This content was presented as the keynote address by Dr. Robert Franchino at the HP Digital Learning Environments conference in Minneapolis on May 5, 2010.
A slideshow for CEWA schools embarking on the Google Apps for Education platform, using Chrome and the Chrome Web Store, chromebooks and Google Classroom.
The Tale of Two Cities: 6 Lessons Learned about Digital TransformationMark S. Steed
Presentation given at the EdTech Conversations event (BETT Fringe) on Thursday 23rd January 2020.
This presentation looks at 6 Lessons Learned about Digital Transformation from my time at JESS, Dubai and at Kellett School, Hong Kong
The New Information Ecosystem in EducationDarwin Gosal
Though the paperless university is still a distant ideal, IT heads from educational institutions across Singapore recently convened for a discussion on what they are doing to better organise the massive amounts of data and variety of documents produced and shared across their campuses.
This Enterprise Innovation Special Report on Education IT captures dialogue of the discussion and provides valuable insight into the key questions and challenges facing the modernization of education, including: What technology will most impact the education industry? How are classrooms being modernized? How do you share information between institutions? And how can document management, printing and digital archiving solutions be deployed across multiple campuses to improve efficiency?
A presentation given to the Academic Subcommittee - where we have come from and where we are going; producing the new draft ICT Philosophy and Aims for the ABC.
85% of college students own smartphones. This affects how they communicate, conduct research, and spend their time. With this in mind, more and more educators are engaging students on their mobile devices to dramatically boost learning outcomes. Learn how to overcome distractions of cell phone use in class, find out the latest research trends, and watch demos of how to adopt mobile devices for content creation and delivery
COVID-19 and the Future of AI in Education and TrainingLewisJohnson34
Slides from the Panel on COVID-19 and the Future of AI in Education and Training, presented at the 21st International Conference on AI in Education, July 8, 2020
Effective Implementation of SUSTAINABLE 21st century initiatives.Robert Franchino
This content was presented as the keynote address by Dr. Robert Franchino at the HP Digital Learning Environments conference in Minneapolis on May 5, 2010.
A slideshow for CEWA schools embarking on the Google Apps for Education platform, using Chrome and the Chrome Web Store, chromebooks and Google Classroom.
Playful ways to include the ICT General Capability using the iPadJemima Saunders
A few examples of creative and playful use of digital devices (iPads) in the early years to achieve the Information and Communication Technology general capability from the Australian Curriculum.
Supporting school leaders from CEWA GAFE schools in implementing storage, sharing and organisation elements into their work. A strong focus on digital workflow examples.
This SlideShare is about leading a digital school in the CEWA context. This version includes updated scenarios - hypothetical challenges designed to provoke deep thinking about ICT leadership from a Teaching and learning context.
Customising Google Apps for Education with Google Apps Script GEUG14Martin Hawksey
Video of this presentation https://www.youtube.com/watch?v=VWRlb3TIqwI
Presentation given at University of York Google Apps for Education European User Group meeting (GEUG14) exploring the how Google Apps for Education can be customised with Google Apps Script. This presentation introduces the basic concepts of Google Apps Script, highlighting existing examples being used in learning and teaching. It goes on to look at how Google Apps Script's latest feature 'Add-ons' can improve the end user experience.
ESPC18 The Impact of Digital Literacy on Office 365 User AdoptionTracy Van der Schyff
Session delivered at ESPC18 in Copenhagen
The Impact of Digital Literacy on Office 365 User Adoption
In this age of digital disruption, we should take a step back and have the digital literacy discussion. The elephant in the room, so to speak. We might have to change our thought process around training and empowering people. This session covers:
1. PC literacy
2. Literacy statistics and ROI on training
3. Eight pillars of digital literacy
4. How Microsoft Office 365 supports digital literacy
Benefits of Attending this Session:
Get a better understanding of the requirements for user adoption
See insights and statistics on training ROI
Discover creative ideas for campaigns / Office 365 Roadmaps
ICT in Practice Technology and Education Online Magazine Issue 8Yasemin Allsop
ICT in Practice is an online education and technology magazine. It contains articles about mobile learning, game based learning, digital literacy, computing, coding and much more. The magazine is non-profit and created by educators from around the world.
How to build a #FutureSchool: The key to Digital Transformation in SchoolsMark S. Steed
This presentation outlines why schools should undertake digital transformation and how to do it,
The presentation was given at the ISC Digital Strategy Conference at Radley College Oxon UK on Thursday 29th November.
This presentation was designed for teachers participating in Garden Valley School Division's Technology PD sessions. This presentation introduces participants to the history and current issues relating to technology integration in education.
Up-skilling the population of Singapore to become a Smart Nation | Talent Con...LinkedIn Talent Solutions
If you think digitally up-skilling your employees is difficult (which it is), try doing it with an entire country. That’s exactly what Singapore is doing with their Smart Nation initiative. Like many countries, Singapore is grappling with staying ahead of the many digital disruptions happening globally. Smart Nation involves digitally up-skilling talent, combined with Government policy and business initiatives to co-create Singapore’s future and use technology to overcome impending mega-trends such as ageing populations and urban density. Hock Yun Khoong, Chief Digital Evangelist at Info-communications Media Development Authority Singapore will speak to how Singapore is empowering its people and business communities to build greater digital capabilities and continue to develop the essential skillsets to thrive in the global digital economy.
Rich Crandall (Speaker) Principal, Education, Intentional Futures
“Set it and forget it” corporate strategies are doomed to fail. Today’s fast-paced, rapidly evolving markets demand that strategies stay nimble and adaptable while working toward a long-term vision. Executives, employees, and clients all play a role in strategy implementation, so it’s essential that they are along for the ride. Agencies can spearhead this process by developing unifying stories and tools that support a solid strategic foundation. Outsourcing any part of a company strategy can be a little stomach churning to companies. And in a world overflowing with information, executives struggle to find the time required to understand the complexities of their industry and create frameworks to organize that information. They need context, confidence and compelling stories in order to move teams to action. That’s where rapid learning comes in. Rapid learning techniques lead to deep thinking and effective solutions that drive more informed decisions. By learning quickly about market context, history, and dynamics, companies can build a solid set of strategies. This process can stop leaders from repeating prior mistakes, help them understand why previous efforts worked or failed, and better predict outcomes based on their new contextual knowledge. This presentation will focus on the value of rapid learning and the role it can play in human-centered strategy development. Intentional Futures’ Principal Rich Crandall will share real world examples of clients who embarked on rapid learning projects that inspired teams and shaped organizations.
Takeaways:
• Steps involved with rapid learning
• The value of rapid learning and how it can remove tension from executives
• The power of framework creation and design
• How to construct a framework creation tool
• How to construct an organizational learning assessment
• Tips to filter critical information from excess data during investigations.
From a SOCITM Meeting June 2014 (Society of Information Technology Managers). A 10 minute presentation on how ICT in Learning is developing, a few requirements to provide the right infrastructure to support essential technology rich learning environments and how a vision and framework can support this.
Similar to Future of Education: GEMs Merredin (20)
A basic introduction to OneNote for curious staff.
Staff should check this video out first to understand what Microsoft's vision for collaboration looks like. https://www.youtube.com/watch?v=w-tFdreZB94&t=65s
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
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.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
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.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
13. Welcome to 2028.
My name is Lucas. I am 25
years old. I manage a number
of farms in Australia’s North
both remotely and on premise. I
program, manage and maintain the
drone swarm which waters, weeds
and delivers our crop.
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 …
14. Comfortable in
and through change
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
15. How did we get to the
Age of Digital
Disruption?
16. In the wake of the second industrial revolution,
fuel powered digging machines replaced the toil of
hardworking labourers on farms and cities.
18. As physical machines replaced physical bodies
threatening high unemployment, industrialised
governments invested in compulsory education to
prepare future generations for a new world of pen
pushing and people management.
19. A century on, a similar scene is being rehearsed
on the digital stage. Thinking machines are
steadily taking over repetitive cognitive tasks
performed by human beings. Global connectivity
is thinning out local jobs.
20. Rapid wide spread unemployment is
anticipated if we don’t retrain our society to
flourish in the digital world.
21. Many blue and white collar jobs have been
absorbed by technology and globalisation.
30. HOBART
DECLARATION
1989
ADELAIDE
DECLARATION
AUSTRALIAN
CURRICULUM
2009
MELBOURNE
DECLARATION
20111999
TECHNOLOGIES
CURRICULUM
2018
An understanding
of the role 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
2009
Digital
Education
Revolution
31. What plans have you made for 2017 in
relation to either ICT capability
development or the Technologies
Curriculum?
What support do you need?
33. So what does ICT 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
34. How is ICT Capability 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
36. Abstraction
Algorithm
Design
Computational
Thinking
Decomposition
Pattern
Recognition
Many adverbs end in”ly”
Instructional texts begin
with imperative verbs “put”
If my boss emails me, reply, I am
away and will get back to 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
37. Design
Thinking
Ideate
3. We formulated a range of cabin
design ideas for long distance flights
Empathise
Define Prototype
Test/adapt
LaunchEvaluate
7. We evaluated the positive
feedback and celebrated our
success and many awards
4. We developed a range
of protoptypes
5. We tested our
prototypes on actors
and customers and
6. We changed our products
based on feedback and
developed the best cabin
2. We endeavor to improve
comfort for all passenger's
on long distance flights
1. What is it like for
our customers to
travel long
distances?
AIRNZ
38. Designing
Producing and
Implementing
Evaluating
Collaborating and managing
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
Students apply
knowledge and
understanding through
P&P skills
Year level descriptions
provide an overview
of key/core concepts
Content description
set out the knowledge
and skill to be learned
Year Level
Achievement
standards
are provided
Design and Technology
Technologies (P-8) Learning
Area
Subject
Sub Strands
Society needs enterprising students
40. But are we where we want to be?
What’s working well?
Even better if?
41. The very things computers can’t do remain
largely untaught and untested, leaving our
children vulnerable to skill obsolescence.
42. If we want our children to lead meaningful work-
lives, we must change our approach to
schooling. We need a new pedagogy.
43. Some educators are calling this rejoinder to traditional
learning, Deep Learning. Although an awkward term, in
the absence of another classifier, we should rally
behind it if we want to transform schooling.
44. What would this new-old pedagogy look
like to you? (Discuss)
Sample Little Scientists
How would this inform your
planning for 2017 and beyond?
(Discuss)
45. Deep Learning is a combination of the best of the
old and new. A student centred, inquiry led,
project based, competencies focused, higher
order and technologically savvy approach to
teaching and learning.
46. Maximising student choice over 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
The Elements of Deep Learning Design
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
47. Communication
Source: Fullan and Quinn, Coherence: NPDL 2016
Creativity
Critical
Thinking
Collaboration
Citizenship
Character
The 6cs
Deep Learning Competencies
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
48. 8 Steps to Deeper
Learning
PL on
Challenge
Based Learning
PL on
leveraging
digital tools
1
3 2
5
4
7
6
8
49. Where to from here?
• We have the technology
• We have the curriculum mandate
• We have some exemplary practices
• What do we most need to do now?
50. How are your teachers
using technology in the
classroom?
52. and love the oxygen
Pedagogy is the driver,
technology the accelerator,
culture the runway,
team play the engine,
content the vehicle
#deeplearning
56. TPACK+CAPb
TECHNOLOGY PEDAGOGY
CONTENT
KNOWLEDGE
TPACK with adaptions: 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
57. How do we know if we
are using technology
well?
59. Technologies and Effect Sizes?
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
Adapted from Hattie visible learning
60. REDEFINTION E
MODIFICATIONE
AUGMENTATION
SUBSTITUTION E
TRANSFORMATION
ENHANCEMENT
The SAMR
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
61. Group 1 https://goo.gl/YFc1sk
Group 2 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
63. Instructional
work flow
Activity General
Capability
ICT Capability 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 (PBL)
http://images.apple.com/education/docs/CBL_Classroom_Guide_Jan_2011.pdf
64. Using Deep Learning Assessment Matrices
Rule 1. Complete all the shaded activities.
Rule 2. Complete another three activities. They must not
be in the same column or row.
Rule 3. Choose a partner and complete another
Activity.
65. Word Logic & Maths Space & Vision Body Music People Self
Remembering
List ten key ideas
associated with
images that were
important to the
Ancient Greeks.
Create an accurate
itinerary of the daily
life of a Spartan
solider and share with
peers to get feedback
Chart or simulate
the journey of
Alexandra the Great
graphically.
In a group, 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 recounts 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
Compose a poem,
story, newspaper
article, vlog, podcast,
describing an uplifting
or tragic moment in
Ancient Greece
Create an infographic
poster explaining the
mathematical theories
of an Ancient Greek
Mathematician
considering their
relevance to modern
life
Accurately
draw/model 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?
67. How can tech
be leveraged?
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
publicly
Get feedback
to improve
The elements
of Project
Based
Learning
68. Instructional
work flow
Activity General Capability 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/unit with ICT
DGroenewald:AdaptedfromK.Loveetal,BUILT:2003
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
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.
The Digital Economy is massive and something that we have to take seriously as educators of the next generation
The Digital Economy is massive and something that we have to take seriously as educators of the next generation
The Digital Economy is massive and something that we have to take seriously as educators of the next generation
The Digital Economy is massive and something that we have to take seriously as educators of the next generation
The Digital Economy is massive and something that we have to take seriously as educators of the next generation
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.
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.
Let’s explore what the ICT capability is and where it fits.
In practice, it might look like this. Is this a reasonable set of expectations for Seven and Eight year olds?
The Technologies curriculum may confuse some teachers but what is actually different about it?
The Technologies curriculum may confuse some teachers but what is actually different about it?
The Technologies curriculum may confuse some teachers but what is actually different about it?
The Technologies curriculum may confuse some teachers but what is actually different about it?
The Technologies curriculum may confuse some teachers but what is actually different about it?
The Technologies curriculum may confuse some teachers but what is actually different about it?
“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).
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.