My session presented at the Connected Education Summit, April 2015 #ConnectAU15
// A future-focused educator: implications for schools, universities, regions and countries
// Connected professional learning: micro and macro levels in digital contexts
// International projects focused on lifting e-capability through networked professional learning
What do we mean by Integrating Technology in Teacher Education?
Why is Integrating Technology in Teacher Education important?
What does Integrating Technology in Teacher Education look like in action?
What can YOU do to improve Integrating Technology in Teacher Education?
This presentation was given by Kirsten Panton of Microsoft at the CERI Conference on Innovation, Governance and Reform in Education on 4 November 2014 during session 5.b: Innovative Teaching for Effective Learning (ITEL) – Changing Classrooms, Changing Teacher Knowledge.
What do we mean by Integrating Technology in Teacher Education?
Why is Integrating Technology in Teacher Education important?
What does Integrating Technology in Teacher Education look like in action?
What can YOU do to improve Integrating Technology in Teacher Education?
This presentation was given by Kirsten Panton of Microsoft at the CERI Conference on Innovation, Governance and Reform in Education on 4 November 2014 during session 5.b: Innovative Teaching for Effective Learning (ITEL) – Changing Classrooms, Changing Teacher Knowledge.
Classroom of the Future - Technology and BeyondMaritza Heuvel
Delivered at Innovate Schools 2014, 9 October 2014.
***
The use of educational technology inside and outside the classroom is changing the way we teach. New models like the"flipped classroom” have emerged as more effective ways to transfer knowledge and engage learners meaningfully.
However, technology is just one aspect of the learning environment in classrooms. In this talk, I touch on the design of physical classroom space, and question the very need for constructs like grade divisions and classroom walls.
I touch on examples such as the School of One in New York, visuals of fresh classroom designs and South African experiments, like Judi Francisco's JustBlendit! experiment at Micklefield Primary.
Showcasing educational technology and meaningful integration at Henderson International School to enhance and enrich student learning beyond the classroom walls.
Ipad use testing - Sustainable mobile learninglnash
Presentation at Sustainable Mobile learning conference around the research and work being done at Catholic Education Diocese to support quality learning outcomes from the use of iPads in teaching and learning.
Dragging the digital chain - ICERI Presentation 19 Nov 2013Shani Hartley
This is a slightly edited version of the slides for the International Conference of Education, Research and Innovation 2013 (Seville, Spain) 19 November 2013.
Classroom of the Future - Technology and BeyondMaritza Heuvel
Delivered at Innovate Schools 2014, 9 October 2014.
***
The use of educational technology inside and outside the classroom is changing the way we teach. New models like the"flipped classroom” have emerged as more effective ways to transfer knowledge and engage learners meaningfully.
However, technology is just one aspect of the learning environment in classrooms. In this talk, I touch on the design of physical classroom space, and question the very need for constructs like grade divisions and classroom walls.
I touch on examples such as the School of One in New York, visuals of fresh classroom designs and South African experiments, like Judi Francisco's JustBlendit! experiment at Micklefield Primary.
Showcasing educational technology and meaningful integration at Henderson International School to enhance and enrich student learning beyond the classroom walls.
Ipad use testing - Sustainable mobile learninglnash
Presentation at Sustainable Mobile learning conference around the research and work being done at Catholic Education Diocese to support quality learning outcomes from the use of iPads in teaching and learning.
Dragging the digital chain - ICERI Presentation 19 Nov 2013Shani Hartley
This is a slightly edited version of the slides for the International Conference of Education, Research and Innovation 2013 (Seville, Spain) 19 November 2013.
These slides accompanied a session at Wellesley College (January 2013)
This work is licensed under a Creative Commons Attribution-NonCommercial 3.0 New Zealand License.
#DEANZ14 | Social networking and professional learningKaren Spencer
ABSTRACT
The trend towards collaborative social software and technology in education appears to be exponential. The notion of ‘Web 2.0’ seems almost traditional in the face of aggregation tools and multi-platform spaces, intertwined by a proliferation of social networking tools. With the roll-out of ultrafast broadband and the development of the N4L managed network in New Zealand, it is timely to consider the extent to which online social networks present both challenge and opportunity for educators’ professional learning.
This paper, derived from a thesis completed in partial fulfillment of a Masters in Education, explores the experiences of educators using the VLN Groups network (www.vln.school.nz) to determine how far this user generated mode of professional learning might extend professional practices in school. The study considered the ways and the extent to which the affordances of the VLN Groups social network site combine to affect educators' abilities to engage in effective professional learning.
This study suggests that the VLN Groups can provide a thriving participatory system that enables educators to engage in an informal kind of professional learning focused on immediate concerns and contexts in their own teaching and leadership situations. It also raises questions related to 'counts' as professional learning and how self-driven learning can be integrated into a cycle of active inquiry into practice. The study makes recommendations for teachers, schools and policy makers related to connecting and coordinating professional learning in ways that maximise opportunities in the digital age.
In recent years there have been exciting developments in what we know about effective learning practice, including increased calls for a more inclusive approach to learning than we have seen in the past. From competency-rich curriculum to inclusive learning enabled by digital technologies, the time is right to consider what, how and why your school could transform its approach to learning to benefit all, not just some, of the students. Using CORE’s 10 Trends for 2015 as a backdrop, this session will provide a space to explore these ideas. Come prepared to reimagine learning in ways that put your students front and centre.
This CORE breakfast seminar will:
- look at what we know to be sound, effective approaches for thinking about future-focused transformation
explore the big ideas, what we know works and the implications for your own school
- highlight the indicators of effective learning and practice from current research
- share stories of schools who have successfully approached transformation and future-focused learning.
Call to Action: Challenge Based Learning for the Global ClassroomKatie Morrow
Learn how Challenge Based Learning can provide the inspiration and just the right amount of structure for students and teachers to collaboratively engage in global challenges and create actionable solutions. See how CBL is easier for teachers and makes learning even more engaging for students. An added benefit of Challenge Based Learning is how technology is leveraged throughout the process in meaningful ways. Examples of CBL projects with a global focus will be shared including ongoing challenges in which classrooms can join in immediately!
Blended learning: Introducing Challenge Based LearningAllan Carrington
This presentation was given as a keynote presentation at an elearning conference in Brisbane Queensland in 2009. It introduced participants to the pedagogical approach of Challenge Based Learning (CBL)
Presentation at CUE 2011
Teachers in our large rural division have created two Moodle sites that have increased student engagement. Teachers collaborate and students have access to high quality on-line courses on their Moodle site (24/7) in addition to classroom instruction.
CORE Education Breakfast series 2014 | Digitising appraisal and inquiryKaren Spencer
These slides accompany the CORE Breakfast series I am facilitating in 2014. Full information and further links here: http://karenmelhuishspencer.com/2014/02/25/my-core-breakfasts-2014-digitising-professional-learning-or-not/
All images used are under CC licences and these, plus references, are in the presenters' notes.
NZCETA Keynote presentation | July 2013Karen Spencer
This slidedeck supports my keynote presentation for the NZCETA conference in Christchurch: http://www.nzceta.co.nz/pages/2013_conference.htm
Link to the videos:
"Entrepreneurs": http://bit.ly/fjfk8R
Enabling eLearning media gallery: http://www.elearning.tki.org.nz/Media-gallery
A joint event between Enabling e-Learning and NAPP [29 May 2013] exploring resourcing of e-learning and what it means for leadership capability.
- Te Toi Tupu/MoE, NZ
#ICOT2013 | Breakout exploring a social network site and teacher professional...Karen Spencer
The rapid shift in learning behaviours towards networked, online and blended models heralds new ways to imagine notions of learning and education. The movement towards increasingly democratized modes of knowledge making and creating is central to the way our ‘future society’ is developing. Recent years have seen a growing expectation that learners can access materials, resources and networks of experts and fellow-learners in ways that suit their contexts, location, time constraints, personal and professional needs and choice of technology.
In the field of education, e-learning (be it blended or fully online) is increasingly becoming part of both informal, and formal, educational professional learning for teachers. With the growth of social networking, combined with the growing demand for flexible and cost-efficient solutions to professional training, it is vital to understand the limitations and opportunities of the role that social network sites, and their communities, play within educational contexts.
This interpretive, case-based study (scheduled for 2012) will seek to explore the extent to which a New Zealand-based social networking site, the VLN Groups network, can support educators’ professional learning in ways that are meaningful. Findings will aim to identify the affordances and limitations of the VLN Groups social network site in terms of design in the service of learning to make recommendations about how we might improve the design and facilitation to enhance the way the space supports teachers’ professional learning.
This presentation accompanied the keynote I gave to the eWrapper ICT PD cluster on 20 Nov 12.
Feel free to contact me to discuss any of the ideas or resources in this presentation.
Twitter: @virtuallykaren
Engage. Excite. Empower. e-Learning as powerful learningKaren Spencer
This presentation accompanied my keynote at the Digital Daze one day conference on 17 August 2012.
This is part of the Blended e-Learning/ICTPD programme from Te Toi Tupu, on behalf of the Ministry of Education.
This presentation accompanied the workshop I facilitated at the Taranaki Secondar APDP conference > This presentation accompanied the keynote that I gave on 16 August 2012, to the Taranaki Secondary APDP 'Kidz at the Centre' conference > http://www.apdptaranaki.org/kidzthecentre-conference.html
This presentation accompanied the keynote that I gave on 16 August 2012, to the Taranaki Secondary APDP 'Kidz at the Centre' conference > http://www.apdptaranaki.org/kidzthecentre-conference.html
This is the presentation that was part of a webinar on blended learning organised by the Blended e-Learning team in Te Toi Tupu.
NOte: the file is a Keynote file
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
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!
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
14. “...the person who
gently closes the
classroom door and
performs the teaching
act – the
person...who is alone
with students during
their 15,000 hours of
schooling..”
Hattie (2003)
24. The challenge for networks
1. High trust cultures
2. Learner focused
3. Inquiry cycles
4. Leadership and facilitation
5. Connect inwards
6. Connect outwards
7. New partnerships
8. Resources to support
- Rincon-Gallardo & Fullan (2015) –
discussion paper
Central idea:
A future focused learner centred education system requires adaptive experts
Communication
4:15 | Harnessing the power of connectedness
A future-focused educator: implications for schools, universities, regions and countries
Connected professional learning: micro and macro levels in digital contexts
Case Study: International projects focused on lifting e-capability through networked professional learning
Karen Melhuish Spencer, Senior e-Fellow, ICET Asia-Pacific (NZ)
- See more at: http://con-nect.com.au/agenda_connectededucation.html#sthash.hXG2p5DR.dpuf
Mihi
International
Council on Education for Teaching
ICET an International Non-Governmental Organization (INGO) with consultative status with the UNESCO Economic and Social Council.
Steve Depolo Pincushion: https://www.flickr.com/photos/stevendepolo/3094786880/
What is the purpose of being a connected educator? What does it mean to you?
Drivers:
efficiency
technology - access, mobile, confidence
economic investment and incentives
permission to play and design
Sources: https://www.flickr.com/photos/wolfgangkuhnle/4163909778/ | http://commons.wikimedia.org/wiki/File:Standard_Electric_Time_Co._Electromechanical_Master_Clock_02.jpg | https://www.flickr.com/photos/76657755@N04/7027596629/
Source: https://storify.com/MaineSchoolTech/1to1techat-9-10-14-professional-development-for-1 and https://tapintoteenminds.com/2014/11/10/how-to-ensure-twitter-is-the-best-teacher-pd/
Back in the day...industrial models of education...not only for students...
Source: https://www.flickr.com/photos/mike52ad/4675715489
You’ll be familiar with the models of education from the last century
We are seeing moves towards spces that foster collaboration, learning that builds on inclusive models
And this is true too for educator practice
What is being developed by these ‘industrial’ models of professional learning?
conformity
hierarchy
appraisal management
tick box PD
Contrast with where many still are
uncertain
solo classrooms
overwhelmed
PD is ad hoc
standards driven
…
dropping out of education [stuff article]
poorly paid
TALIS
Teachers leaving the profession
The latest figures, for 2011, show just 62% of newly qualified teachers were still in teaching a year later, the ATL annual conference has heard -UK
One third of new graduate Australian teachers leave the profession within five years.
Ubiquitous technology and social engagement tools allow effective and efficient initial teacher training on virtually any subject to be done in 12 weeks and continue indefinitely. We know this because it’s being done in New Mexico and in large districts such as Philadelphia.
The goal: Growing adaptive experts
Professional learning is the single biggest influence on the way students can achieve success
OECD self-efficacy - TALIS
Timperley
Schools for 21st Century learners - 2014
Teachers who engage in collaborative practices also reported greater self-efficacy…. (p. 53)..and self-efficacy n teachers has positive impact on student achievement
Image source: http://commons.wikimedia.org/wiki/File:Elementary_classroom_in_Alaska.jpg
Quite source: Teachers make a difference: What is the research evidence: file:///Users/karenmelhuish/Downloads/john_hattie.pdf
PIvot to student-centred education systems.
Imperatives for change
Growing conversation around what system change looks like
Inclusive push to design learning that engages young people
Societal shifts - job change, complexity, longevity, inequity, globalisation
Moore’s Law of exponential shift - it;s not that things haven’t changed in the past, its that the rate of change is so fast
Fullan & Social Capital
Source: http://www.michaelfullan.ca/wp-content/uploads/2013/08/JSD-Power-of-Professional-Capital.pdf
WITH AN INVESTMENT IN COLLABORATION, TEACHERS BECOME NATION BUILDERS
Timperley
Think of a wild horse
Harnessing tames and steers - clear direction, a sens of control, purpose
Rather than lettig a thousand flowers bloom, there is a focus on disciplined, single0-mnded use of technology that lifts engagement and achievent of our young people and
We know that just being conected is no more useful thatn not being connected in that it is how it is used that is central here (BES)
Image: http://upload.wikimedia.org/wikipedia/commons/2/25/WHITE_POPPY,_DESERT_FLOWER_-_NARA_-_544879.jpg
Story: What does a future focused educator look like? Josie Woon - short clip
Goes online and connects and shares
AND also
understands the focus
understands the need to filter
learner driven
reflective
support to understand how to design learner-centred engaging inquiry
digital literacy
access and warm yet challenge support
PLD that’s flexible and grows self-efficacy
Source: http://www.tetoitupu.org/impact-enabling-e-learning-community-groups-vln
What might this mean in practice?
In this session I want to focus on one case that, in many typifies both the potentail and challenge for us working at systems levels as well as at micro classroom levels.
In New Zealand, there is a string push towards a system that is student-centred, flexible curriculum and assessment models, schools drive their own agendas, in consultation wiht the communities. 3 years ago, acentrally funded model focused on e-capability development, weaving student progress with connected ways of working and self-drive PD.
Leading from the middle
Clusters – LEADING FROM THE MIDDLE
shared goals
community vision
collaboration
http://www.tetoitupu.org/supporting-learning-community-clusters-within-learning-digital-technologies-programme
System wide:
clear methodology
blend of approaches, online and face-toface
alignment to curriculum
flexible
http://tech.ed.gov/wp-content/uploads/2014/11/Section7-FutureReadyDistrictBrief-Final.pdf
Design curriculum that is focused on student responsive learning
Design school-wide professional learning that is inclusive, flexible, student-centred and devolved across staff > self-efficacy
Explicitly deisgn for and scaffold connected dispositions into professional learning, digdital literacy > make ‘connectedness’ a way of being
Review the way teacher education models these ways of leaning and collaborating
Support leaders to collaborate
Incentivise schools to cluster [Fullan} and knowledge build
System-wide focus on capacity growth models that invite collaboration
Build the suit that fits together
Source: http://www.expressions.org.nz/assets/Exhibition-Images---Archive/Exhibitions-2014/WOW-Image-414x273.jpg
Central idea:
A future focused learner centred education system requires adaptive experts
Communication
4:15 | Harnessing the power of connectedness
A future-focused educator: implications for schools, universities, regions and countries
Connected professional learning: micro and macro levels in digital contexts
Case Study: International projects focused on lifting e-capability through networked professional learning
Karen Melhuish Spencer, Senior e-Fellow, ICET Asia-Pacific (NZ)
- See more at: http://con-nect.com.au/agenda_connectededucation.html#sthash.hXG2p5DR.dpuf